This page will have information about what we complete in class each day as well as list students' homework assignments. Please note that every Tuesday I will be available after school from 2:15 - 3:30 pm for students who would like to get extra help.
Tuesday, August 12th: First day of school/Welcome to Bridger!
- Bell ringer
- Brief introductions
- School procedures (Every hour, they would go over various parts of the student agenda), received locker information and practiced opening lockers
- 4th Hour: Did writing survey, all classes will have completed survey by the end of class tomorrow
- Homework: No Homework!
Wednesday, August 13th:
- Bell ringer
- Class expectations (we created some of them in class together today)
- Did not get to writing survey in some classes - may do it tomorrow or may do it Monday
- Homework: Friendly letter to Ms. Engle due Friday! Also, please have your writer's notebook (either a spiral notebook or a composition notebook) by Monday.
Thursday, August 14th:
- Bell ringer
- Go over writing class expectations
- Work time: Get started/finish friendly letter
- Fill out (and complete) writing survey
- Homework: Friendly letter due TOMORROW! Writer's Notebook by Monday
Friday, August 15th:
- Bell ringer
- Mini-lesson: Metaphors: What are they? What is their purpose?
- Start "Musical Metaphor Activity" - In small groups, students will be given a song and they will be asked to make a poster. On that poster, they will include metaphors in which they found from looking at the song lyrics. They will also be asked to explain what the metaphor means and they will present their poster in class.
Monday, August 18th:
- Bell ringer
- Review of metaphors: What are they? What is the purpose of a metaphor?
- Work on/Finish "Musical Metaphor Activity" (we will share TOMORROW!)
Tuesday, August 19th:
- Bell ringer
- Review of metaphors
- Shared musical metaphor activity (4th-7th hour - finish tomorrow)
Wednesday, August 20th:
- Bell ringer
- Heart mapping (4th-7th hour - finished sharing musical metaphor activity) (all hours except 5th hour completed exit slip)
Thursday, August 21st:
- Bell ringer
- Heart mapping, day two
-Re-did exit slip "Dream" poem - metaphors - will be graded and put in Power School
Friday, August 22nd:
- Bell ringer
- Apply for classroom jobs
- How to be more specific in writing/narrow focus, be specific
- Afternoon classes: HW: Finish half page writings (three topics from heart map)
Monday, August 25th:
- Bell ringer
- The Big Reveal: Classroom Jobs
- Learning Goal: I can apply sensory details in my writing
- Work on heart map half page responses
Tuesday, August 26th:
- Bell ringer
- Learning Goal: I can apply sensory details in my writing
- Hershey Kiss sensory details activity
- HW: None
Wednesday, August 27th:
- Bell ringer
- Introduce/Go over Learning Logs
- Get metaphor exit slips back with scores on them - track them on Learning Logs
- HW: None
Thursday, August 28th:
- Bell ringer
- Mini-lesson: Share my "I Am" map - model
- Learning Goal: I can use "I Am" maps to narrow topics for my memoir
- Work time: Have students create their own "I Am Map", write five sentences about one of roles on "I Am" map
- HW: None
Friday, August 29th
- Bell ringer
- Mini-lesson: Modeling example of watermelon vs. seed - narrowing topic in memoir
- Learning Goal: I can distinguish watermelons from seeds when it comes to narrowing focus/topic for my memoir.
- Students can use "I am" maps or heart maps to narrow topics for memoir - fill out watermelon and seed graphic organizer (see links if you need extra copy)
- HW: None
Tuesday, September 2nd:
- Bell ringer - watermelon and seed (broad, general topic to narrow, specific topics)
- Learning Goal: I can continue working on narrowing topics from broad ideas
- Read The Composition
- HW: None
Wednesday, September 3rd:
- Bell ringer - watermelon and seed - applying it to The Composition that we read yesterday in class
- Learning Goal: I can determine the characteristics of a great memoir and find examples of those characteristics that will help me when writing my memoir
- Read excerpt of Owl Moon and answer questions such as: Who is telling the story? What is the story about? What is the time of day in which the story takes place? What is one sensory detail that is used? What is one simile/metaphor that is used?
- HW: None
Thursday, September 4th:
- Bell ringer - Character Plus (Responsibility)
- Learning Goal: I can determine the characteristics of a great memoir and find examples of those characteristics that will help me when writing my memoir
- Take notes over characteristics of a memoir
- HW: None
Friday, September 5th:
- Bell ringer
- Learning Goal: I can create potential memoir topics using first person point of view and determine the "So What?" of a memoir topic.
- Began to fill out "Questions for Memoirists" sheet (electronic copy in "Links" page of website)
- HW: None
Monday, September 8th
- Bell ringer
- Learning Goal: I can use "Questions for Memoirists" sheet to pick memoir topic that answers "So What?"
- Mini-lesson: Using "Questions for Memoirists" sheet to pick topic (star) that answers "So What?"
- Work time: Finish "Questions for Memoirists" sheet - once you have at least ten answered, star your topic that you will write memoir about
- De-brief: Conferring - going around and checking with students what their memoir topic is
- HW: Rough draft of memoir due by end of class Friday
Tuesday, September 9th
- Bell ringer
- Learning Goal: I can create hooks that set the tone in a way that engages readers and makes them interested in my memoir.
- Mini-lesson: Creating engaging hooks for memoir
- Work time: Write an engaging hook for your memoir
- De-brief: Share hooks with your shoulder partner
- HW: Rough draft of memoir due by end of class Friday
Wednesday, September 10th
- Bell ringer
- Learning Goal: I can figure out what makes a good body paragraph and apply those ideas to my memoir.
- Mini-lesson: Body paragraphs - use examples
- Work time: Work on your rough draft of your memoir.
- De-brief: Exit slip - first person point of view
- HW: Rough draft of memoir due by end of class Friday
Thursday, September 11th
- Bell ringer
- Learning Goal: I can write an effective conclusion for my memoir.
- Mini-lesson: Writing an effective conclusion for memoir - use examples
- Work time: Work on writing an effective conclusion for your memoir
- De-brief: Answer and turn in: What is the one part of your memoir that is most challenging for you?
- HW: Rough draft of memoir due by end of class TOMORROW!
Friday, September 12th
- Rough drafts need to be finished by end of class today!
- Bell ringer
- Learning Goal: I can complete the rough draft of my memoir
- Work day/conferring day
- HW: If rough draft is not completed, it must be done by beginning of class Monday
Monday, September 15th
- Bell ringer
- Learning Goals: I can develop a better understanding of first person point of view. I can complete the rough draft of my memoir and self revise using the "Revision Checklist."
- Mini-lesson: First Person Point of View: Take Two
- Work time: Finish rough draft/complete "Memoir Revision Checklist"
- HW: Revision starts tomorrow, turn in Flu Shot Forms by Thursday
Tuesday, September 16th
- Bell ringer
- Learning Goal: I can revise the rough draft of a memoir written by my classmate.
- Mini-lesson: Warm vs. cool feedback
- Work time: Revise shoulder partner's memoir - write feedback/comments on post-it notes (two comments that use warm feedback and two comments that use cool feedback)
- HW: Turn in flu shot forms by Thursday
Wednesday, September 17th
- Bell ringer
- Learning Goal: I can vary the beginnings of my sentences in my memoir.
- Mini-lesson: Model example of how I track sentence variety
- Work time: Number sentences of your own memoir and find ways to vary sentences
- HW: Flu shot forms due to first hour teacher by tomorrow! Spirit week tomorrow - Favorite Sports Team Day
Thursday, September 18th
- Bell ringer
- Learning Goal: I can develop a better understanding of explaining the "So What?" question in my memoir.
- Mini-lesson: Model example of explaining "So What?" question.
- Work time: Have students work on explaining the "So What?" question of their memoir.
Friday, September 19th
- Bell ringer
- Learning Goal: I can learn and understand choice boards for practicing skills used in class.
- Mini-lesson: Choice boards/Examples
- Work time: Work on choice board tasks
- HW: No homework!
Monday, September 22nd
- Bell ringer
- Learning Goal: I can develop a better understanding of hooks/leads.
- Mini-lesson: Types of hooks/leads and examples
- Work time: Give feedback on your shoulder partner's hook/lead (your shoulder partner will give feedback on your lead as well). Then use remaining class time to work on improving your hook/lead.
- HW: Progress reports will be sent out Friday!
Tuesday, September 23rd
- Bell ringer
- Learning Goal: I can figure out how to use Microsoft Word and begin typing my memoir.
- Mini-lesson: How to use Microsoft Word
- Work time: Stat typing memoir
- HW: Complete first person point of view exit slip and/or metaphors exit slip by TOMORROW for progress reports (only if you have not done so already). Memoirs due Friday!
Wednesday, September 24th
- Go over progress reports
- Begin filling out self-evaluation part of progress report
- Go to computer lab and continue typing memoir
- HW: Memoir due Friday!
Thursday, September 25th
- Bell ringer
- Learning Goal: I can identify specific traits of a hero as well as identify heroes in my life.
- Mini-lesson: Picking specific details to support claim
- Work time: Have students work on "Who is My Hero?" activity.
- HW: Memoir due TOMORROW!
Friday, September 26th
- Bell ringer
- Learning Goal: I can incorporate more sensory details in my writing.
- Mini-lesson: Sensory details
- Work time: Free write with sensory details
- HW: No homework!
Monday, September 29th
- Bell ringer
- Learning Goal: I can determine a theme or central idea in a text and how it is conveyed through particular details.
- Mini-lesson: Finding the theme or central idea in a text
- Work time: Choose one passage to read from three different children's books, fill out graphic organizer finding theme and supporting details
- Debrief: Quick write
- HW: No homework!
Tuesday, September 30th
- Bell ringer
- Learning Goal: I can determine a theme or central idea of a text and how it is conveyed through particular details.
- Mini-lesson: Finding the theme or central idea in a text
- Work time: Create posters from graphic organizers completed in yesterday's class
- Debrief: Share posters
- HW: District writing assessment starts tomorrow!
Wednesday, October 1st
- Bell ringer
- Learning Goal: I can give 110% effort on the District Writing Assessment
- District Writing Assessment Day 1 - Write rough draft
- HW: No homework!
Thursday, October 2nd
- Bell ringer
- Learning Goal: I can give 110% effort on the District Writing Assessment.
- District Writing Assessment Day 2 - Write final draft
- HW: No homework!
Friday, October 3rd
- Bell ringer
- Learning Goal: I can use what I know about integrity and nominate a classmate for this month's trait of integrity.
- Mini-lesson: Fill out Character Plus nomination forms.
- Work time: Free write/Make-ups for those who missed first and/or second day of district writing assessment.
- HW: No homework!
Monday, October 6th
- Bell ringer: Read paragraph, find and write down each transition word.
- Learning Goal: I can develop a better understanding of transition words and apply them to my own writing.
- Mini-lesson: Modeling how to use transition words/types of transition words.
- Work time: Picture book activity - fill out table with transition words that you come across as you are reading
- HW: Watch TV or read AR book - write down transition words you see or hear (at least five) due Wednesday
Tuesday, October 7th
- Bell ringer
- Learning Goal: I can develop a better understanding of third person point of view and apply it to my own writing.
- Mini-lesson: Third person point of view (group demonstration)
- Work time: Rewrite a book you have read or are currently reading that is written in first person and rewrite it in third person point of view
- Debrief: Exit slip
- HW: Watch TV or read AR book - write down transition words you see or hear (at least five) due Wednesday
Wednesday, October 8th
- Bell ringer
- Learning Goal: I can paraphrase information from sources versus direct quotes
- Mini-lesson: Modeling how to paraphrase information
- Work time: Paraphrase passages from book you read
- Debrief: Share with shoulder partner what you wrote
- HW: No homework!
Thursday, October 9th
- Bell ringer
- Learning Goal: I can better understand third person point of view and use it in my writing.
- Mini-lesson: Review of types of third person point of view
- Work time: Dinner menu activity to practice third person point of view
- Debrief: Share with shoulder partner what you wrote.
- HW: No homework (unless you did not finish dinner menu activity in class)
Friday, October 10th
- Bell ringer
- Learning Goal: I can practice paraphrasing text by pulling out main idea, supporting details, and putting it in my own words.
- Mini-lesson: Review paraphrasing
- Work time: Pick two of three articles to read, fill out graphic organizer with main idea and supporting details.
- HW: Dinner menu activity if not completed yesterday
Monday, October 13th
- NO SCHOOL!
- HW: Dinner menu activity due TOMORROW if not completed last week
Tuesday, October 14th
- Bell ringer
- Learning Goal: I can practice identifying the main ideas, supporting details, and putting the text in my own words.
- Mini-lesson: Review paraphrasing
- Work time: Finish activity from Friday
- Survey for Ms. Engle's research project
- HW: No homework!
Wednesday, October 15th
- Bell ringer
- Learning Goal: I can continue working on paraphrasing information from articles without plagiarizing
- Mini-lesson: Paraphrasing review
- Work time: Paraphrasing information from article
- HW: Turn in parent/teacher conference forms ASAP (if you have not done so already) to your first hour teacher.
Thursday, October 16th
- Bell ringer
- Learning Goal: I can practice paraphrasing and apply the PARAphrasing in my writing.
- Mini-lesson: Quick paraphrasing review/practice
- Work time: Chrome book activity
- HW: No homework (unless you have not turned in your parent/teacher conference forms)!
Friday, October 17th
- Bell ringer
- Learning Goal: I can practice note-taking by paraphrasing the text and putting it in my own words.
- Mini-lesson: Video and reflection
- Work time: Read article and take notes - PARAphrase
- HW: No homework!
Monday, October 20th
- Bell ringer
- Learning Goal: I can practice note-taking and annotating strategies in different forms (video and articles).
- Mini-lesson: Watch video for hero #1 - Take notes (Bilaal Rajan)
- Work time: Read articles and take notes using graphic organizer or some other way to organize ideas
- HW: No homework!
Tuesday, October 21st
- Sub packet - students read non-fiction articles about Ancient Greek heroes - annotated articles, completed a graphic organizer and constructed response questions
Wednesday, October 22nd
- Bell ringer
- Learning Goal: I can write thorough and detailed notes in heroes videos
- Mini-lesson: Do's and Don'ts of note-taking
- Work time: Watch videos - students took notes for informative essay they will start writing next week
- HW: No homework!
Thursday, October 23rd
- Bell ringer/Announced new classroom jobs for quarter two
- Learning Goal: I can write thorough and detailed notes in heroes videos (Day Two)
- Work time: Finish watching videos - students finished taking video notes for informative essay they will start next week
- HW: No homework!
Friday, October 24th
- Bell ringer
- Learning Goal: I can prepare the writing portion of my portfolio for parent/teacher/student conferences.
- Mini-lesson: Go over direction sheet, how to put things in unit one learning log
- Work time: Follow directions on sheet taped to desk - put writing materials in portfolio.
- HW: No homework!
Monday, October 27th
- Bell ringer
- Learning Goal: I can identify the parts of an informative essay and take detailed notes on hero articles for informative essay.
- Mini-lesson: Parts of an informative essay - model this and how notes go with this.
- Work time: Have students get started on taking notes over articles for the hero they chose.
- HW: Finish taking notes on articles for the hero you chose for informative essay.
Tuesday, October 28th
- Bell ringer
- Learning Goals: I can pull out important details from my hero articles and develop a strong introduction for my informative essay.
- Mini-lesson: Informative essay introduction - model with graphic organizer.
- Work time: Finish hero articles, start on introduction graphic organizer (if notes for hero articles are completed).
- HW: Work on introduction graphic organizer (if not completed in class).
Wednesday, October 29th
- Bell ringer
- Learning Goals: I can continue working on paraphrasing information from articles without plagiarizing and continue creating a strong introduction.
- Mini-lesson: Paraphrasing review
- Work time: Work on introduction graphic organizer.
- HW: Finish introduction graphic organizer, start writing introduction for informative essay.
Thursday, October 30th
- Bell ringer
- Learning Goal: I can create top five lists and write using sensory details, similes or metaphors, and first or third person point of view.
- Mini-lesson: Creating sentence variety
- Work time: Top five lists/Free write
- HW: No homework!
Friday, October 31st
- No school! Enjoy your four day weekend!
Monday, November 3rd
- Professional Development - No School!
Tuesday, November 4th
- Bell ringer
- Learning Goal: I can create body paragraphs for my hero informative essay.
- Mini-lesson: Constructing body paragraphs and notes
- Work time: Start working on body paragraphs
- HW: Work on body paragraphs. Rough draft due Friday!
Wednesday, November 5th
- Bell ringer
- Learning Goal: I can create a conclusion paragraph for my hero informative essay.
- Mini-lesson: Creating conclusions, "think out loud," take notes
- Work time: Work on conclusion graphic organizer, start writing conclusion paragraph
- HW: Finish conclusion graphic organizer, rough draft due Friday! Take graphic organizer and notes home with you.
Thursday, November 6th
- Bell ringer
- Learning Goal: I can complete the rough draft of my hero informative essay.
- Mini-lesson: Review of structure of informative essay
- Work time: Work day - work on finishing rough draft of hero informative essay.
- HW: Finish rough draft of hero informative essay. Rough draft due TOMORROW!
Friday, November 7th
- Bell ringer
- Learning Goal: I can provide constructive, meaningful feedback when revising a hero informative essay.
- Mini-lesson: How to give constructive feedback
- Work time: Give feedback on shoulder partner's informative essay.
- HW: Final draft of hero informative essay due Friday, November 14th.
Monday, November 10th
- Bell ringer
- Learning Goal: I can help my shoulder partner add more supporting details to their informative essay.
- Mini-lesson: Picking out the right information.
- Work time: Have students work with shoulder partner or on their own to add more to their informative essay using guiding questions.
- HW: Final draft of hero informative essay due Friday, November 14th.
Tuesday, November 11th - Happy Veteran's Day!
- Bell ringer
- Learning Goal: I can use the Google chrome books to start typing the final draft of my hero informative essay.
- Mini-lesson: How to access Google Drive/start a new Google doc
- Work time: Begin typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due Friday!
Wednesday, November 12th
- Bell ringer
- Learning Goal: I can use Google docs with the chrome books to continue working on the final draft of my hero informative essay.
- Mini-lesson: How to access Google drive and create/retrieve Google doc
- Work time: Work on typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due Friday!
Thursday, November 13th
- Bell ringer
- Learning Goal: I can use Google docs with the chrome books to continue working on the final draft of my hero informative essay.
- Mini-lesson: Review of how to access Google document; adjusting font and double spacing
- Work time: Work on typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due TOMORROW!
Friday, November 14th
- Bell ringer
- Learning Goal: I can use Google docs with the Chrome books to finish working on the final draft of my hero informative essay.
- Mini-lesson: Indenting paragraphs
- Work time: Finish typing hero informative essay. If done, free write.
- HW: No homework! (Unless you have not finished typing the final draft of your hero informative essay).
Monday, November 17th
- Bell ringer
- Learning Goal: I can pick out the parts of a powerful argument.
- Mini-lesson: Parts of a powerful argument
- Work time: Read through sample argumentative essay "15 Days or 2.5 Months?" and find/write down the parts of the argument.
- HW: Finish reading sample essay and making notes of parts of an argument if you did not finish in class. Due TOMORROW for a grade.
Tuesday, November 18th
- Bell ringer
- Learning Goal: I can pick out the parts of a powerful argument.
- Mini-lesson: Review parts of a powerful argument
- Work time: Finish annotating and picking out parts of argument from sample essay passed out yesterday.
- HW: No homework! (Unless you did not turn in homework from yesterday).
Wednesday, November 19th
- Bell ringer
- Learning Goal: I can use the parts of an argument to solve a mystery.
- Mini-lesson: Parts of an Argument - Evidence and Rule
- Work time: Work on "Slip or Trip" mystery activity.
- HW: No homework!
Thursday, November 20th
- Bell ringer
- Learning Goal: I can determine the difference between a fact and an opinion in an argumentative essay.
- Mini-lesson: Fact vs. Opinion
- Work time: Picking out the facts and opinions in argumentative essays.
- HW: No homework!
Friday, November 21st
- Bell ringer
- Learning Goal: I can incorporate the DAIR model in my writing.
- Mini-lesson: DAIR model - Ford's Theater Activity
- Work time: Chrome books - look at pictures and create posts on padlet.com
- HW: No homework!
Monday, November 24th
- Bell ringer
- Learning Goal: I can develop a well-rounded argument that addresses evidence for both sides.
- Mini-lesson: Developing a well-rounded argument.
- Work time: Activity - Pull topic with claim on it and develop an argument using specific evidence.
- HW: No homework! Last day to turn in hero informative essay is TOMORROW!
Tuesday, November 25th
- Bell ringer
- Learning Goal: I can create a Thanksgiving writing piece for someone special in my life.
- Mini-lesson: Different forms of writing to create Thanksgiving writing piece.
- Work time: Create Thanksgiving writing piece - can be a letter, poem, card, etc.
- HW: No homework! Enjoy your break!
Monday, December 1st
- Bell ringer.
- Learning Goal: I can brainstorm a list of evidence that supports and goes against topic for argumentative essay.
- Mini-lesson: Structure of an argumentative essay.
- Work time: Introduce topic and articles that students will use in argumentative essay - fill out, brainstorm, and make list of evidence for and against topic.
- Debrief: In your writer's notebook, write whether you are going to argue for or against topic. Check notebooks before you go!
Tuesday, December 2nd
- Bell ringer
- Learning Goal: I can pick out the best pieces of evidence for my argumentative essay.
- Mini-lesson: I can pick out the best pieces of evidence for my argumentative essay.
- Work time: Partner activity - analyzing both sides of argument and figure out the best pieces of evidence for both sides.
- Debrief: Share what you wrote with partner.
- HW: No homework! Begin working on rough draft of argumentative essay! (Rough draft due December 12th).
Wednesday, December 3rd
- Bell ringer
- Learning Goal: I can create the body paragraphs of my argumentative essay using the evidence I have collected.
- Mini-lesson: Creating body paragraphs with evidence.
- Work time: Work on writing three evidence body paragraphs.
- HW: Body paragraphs of argumentative essay due Friday! (Rough draft with all six paragraphs due Friday, December 12th).
Thursday, December 4th
- Students had a substitute teacher. They were told to work on the body paragraphs of their argumentative essay. If they finished those, they could work on a murder mystery activity.
- HW: Body paragraphs of argumentative essay due TOMORROW! Do outside research for argumentative essay.
Friday, December 5th
- Bell ringer
- Learning Goal: I can write an effective rebuttal and opposing viewpoint paragraph for my argumentative essay.
- Mini-lesson: Writing the rebuttal and opposing viewpoint paragraph of argumentative essay.
- Work time: Write opposing viewpoint paragraph with rebuttal.
- HW: Rough draft of argumentative essay due next Friday, December 12th! Do outside research to find specific evidence.
Monday, December 8th
- Bell ringer
- Learning Goal: I can develop an engaging introduction for my argumentative essay.
- Mini-lesson: Structure of introduction of argumentative essay.
- Work time: Work on writing introduction paragraph of argumentative essay. When you finish writing it, have someone look at it and give feedback.
- HW: Rough draft of argumentative essay due Friday! Do outside research and use articles to get specific evidence.
Tuesday, December 9th
- Bell ringer
- Learning Goal: I can create an effective conclusion paragraph for my argumentative essay.
- Mini-lesson: Structure of a conclusion paragraph for argumentative essay.
- Work time: Work on writing a conclusion paragraph for argumentative essay.
- HW: Rough draft of argumentative essay due Friday! Do outside research for additional evidence.
Wednesday, December 10th
- Bell ringer
- Learning Goal: I can have a better understanding of editing/proofreading symbols and apply them when editing someone's argumentative essay.
- Mini-lesson: Editing symbols/proofreading
- Work time: Work on rough draft of argumentative essay - if done, edit someone else's argumentative essay.
- HW: Rough draft of argumentative essay due Friday! Do outside research if necessary.
Thursday, December 11th
- Bell ringer
- Learning Goal: I can apply credible sources to my argumentative essay and cite them properly.
- Mini-lesson: How to find credible sources and cite them.
- Work time: Work on finishing rough draft of argumentative essay. If you are done, you will go back and make sure that your sources are cited properly as well as make sure you have evidence from articles.
- HW: Rough draft of argumentative essay due TOMORROW!
Friday, December 12th
- Bell ringer.
- Learning Goal: I can provide constructive and meaningful feedback when revising an argumentative essay.
- Mini-lesson: How to give meaningful feedback when revising.
- Work time: Random partner activity - revise each other's rough drafts using post it notes and warm/cool feedback.
- HW: Final draft of argumentative essay due next Thursday! Do outside research to find specific evidence.
Monday, December 15th
- Begin typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due Thursday at the end of class!
Tuesday, December 16th
- Continue working on typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due Thursday at the end of class!
Wednesday, December 17th
- Continue working on typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due TOMORROW at the end of class!
Thursday, December 18th
- SNOW DAY!
- Final draft of argumentative essay due at the end of the day TODAY!
Friday, December 19th
- Incentive field trip to the movies for those who qualify.
- Free write activity.
- HW: No homework! Enjoy your break!
Monday, January 5th
- No School!
Tuesday, January 6th
- No School!
Wednesday, January 7th
- Welcome Back!
- Bell ringer
- Learning Goal: I can create a thoughtful reflection and develop a meaningful writing goal for second semester.
- Mini-lesson: Reviewing classroom expectations.
- Work time: Get argumentative essay scoring guides back - complete writing reflection and come up with a writing goal.
- HW: No homework!
Thursday, January 8th
- Bell ringer
- Learning Goal: I can pick out important information and quotes in a story as well as put the quotes in my own words.
- Mini-lesson: How to find important and meaningful information.
- Work time: Read "Jackie Robinson: Justice at Last;" take notes on story and fill out graphic organizer.
- HW: No homework!
Friday, January 9th
- Bell ringer
- Learning Goal: I can pick out important information and quotes in a story as well as put the quotes in my own words.
- Mini-lesson: Selective highlighting/underlining for note-taking.
- Work time: Finish reading "Jackie Robinson: Justice at Last," take notes on story and fill out graphic organizer.
- HW: Finish highlighting and taking notes from Jackie Robinson story if not finished in class.
Monday, January 12th
- Bell ringer
- Learning Goal: I can take meaningful notes from a video using precise words and phrases.
- Mini-lesson: Introduce multi-genre project.
- Work time: Watch video over history of baseball during the time of slavery and the 1940s as well as how it has impacted the world today. Take notes while watching video that could be used in multi-genre project.
- HW: No homework!
Tuesday, January 13th
- Bell ringer
- Learning Goal:
1st Hour: I can develop a better understanding of the expectations of peer coaching and how it works.
3rd-7th Hours: I can develop a better understanding of how a letter is structured.
-Mini-lesson:
1st Hour: Invitation to Notice - Peer coaching
3rd-7th Hours: Go over parts of a letter.
- Work time:
1st Hour: Establish expectations and go over expectations of peer coaching; pass out "Communication Skills for Peer Coaches" sheet, model.
3rd-7th Hours: Develop a letter to someone you know telling them about Jackie Robinson or write a letter to someone from the perspective of a baseball player in the 1940s.
HW: No homework!
Wednesday, January 14th
- Bell ringer
- Learning Goal: I can understand what the concept of a barrier means and how Jackie Robinson faced and overcame barriers in his life.
- Mini-lesson: Defining barriers and examples of barriers.
- Work time: Read "About my Father" by Sharon Robinson, highlight/underline important pieces of information and take notes.
- HW: No homework!
Thursday, January 15th
- Bell ringer
- Learning Goal: I can discover similarities and differences between Jackie Robinson and another baseball player of the 1940s.
- Mini-lesson: Watch video - take notes. Also go over how to fill out a Venn diagram.
- Work time: Read information about other player from the 1940s. Underline/highlight important information. Fill in Venn diagram comparing and contrasting Jackie Robinson and the player that you choose.
- HW: No homework!
Friday, January 16th
-Bell ringer.
- Learning Goal: I can have a better understanding of the multi-genre project and continue research on the baseball player I chose.
- Mini-lesson: Go over multi-genre project in detail.
- Work time: Work on reading article of baseball player you chose for multi-genre project. Make sure to highlight/underline important information.
- HW: Work on researching the baseball player you chose for your multi-genre project (at least two sources).
Monday, January 19th
- NO SCHOOL!
Tuesday, January 20th
- Bell ringer.
- Learning Goal: I can begin working on the letter for my multi-genre project.
- Mini-lesson: Go over making letter in Google docs, what goes in letter, sharing Google doc with Ms. Engle.
- Work time: Go to computer lab and start typing letter for multi-genre project. If research is not done, need to have it done by end of class TODAY.
- HW: Letter for multi-genre project due at the beginning of class Thursday!
Wednesday, January 21st
- Bell ringer.
- Learning Goal: I can develop a letter with all the parts for my multi-genre project.
- Mini-lesson: Research notes graphic organizer (first hour, peer coaching with this).
- Work time: Go to computer lab, fill out graphic organizer and type letter.
- HW: Letter for multi-genre project due at the beginning of class TOMORROW!
Thursday, January 22nd
- Work on letter of multi-genre project in computer lab.
- HW: Letter is due at the end of the week! (Please note, there were technical difficulties so the email that was sent out saying the letter was due today (Thursday) has changed to accommodate students and help them have time to complete this).
Friday, January 23rd
- Bell ringer.
- Learning Goal: I can have a better understanding of what is in a journal entry and start typing it.
- Mini-lesson: Invitation to Notice - Parts of a journal entry.
- Work time: Go to the computer lab - start typing journal entry.
- HW: Work on journal entry (write out journal entry if necessary) for typing in class on Monday.
Monday, January 26th
- Bell ringer.
- Learning Goal: I can pick out great word choice and incorporate vivid word choice in my writing.
- Mini-lesson: Read-aloud - "Come on, Rain" by Karen Hesse; index card activity with word choice.
- Work time: Go to computer lab to work on multi-genre project- incorporate vivid word choice in your multi-genre pieces!
- HW: Work on multi-genre project! Write out pieces for multi-genre project if necessary so you can type at school.
Tuesday, January 27th
- Bell ringer.
- Learning Goal: I can have a better understanding of writing from someone else's perspective and apply it to the journal entry of my multi-genre project.
- Mini-lesson: Read-aloud: Cinderella's Rat; have students write a paragraph choosing an object without telling what it is.
- Work time: Go to computer lab and work on multi-genre project. Use handout given to you as a guide!
- HW: Revising letter tomorrow and revising journal entry Friday!
Wednesday, January 28th
- Bell ringer.
- Learning Goal: I can provide meaningful and well-thought out feedback in Google docs using peer coaching sheet (first hour) as well as warm and cool feedback.
- Mini-lesson: Commenting in Google docs/Warm and cool feedback.
- Work time: Go to computer lab, read partner's letter and give feedback in Google docs. If finished and there is time left over, go back and fix what you need to in your letter.
- HW: Revising journal entry Friday, all multi-genre pieces due Thursday, February 5th.
Thursday, January 29th
- Bell ringer.
- Learning Goal: I can continue revising the letter for the multi-genre project as well as complete the journal entry.
- Mini-lesson: Kahoot - practice with conventions.
- Work time: Continue revising partner's letter in Google docs. Work on finishing the journal entry of the multi-genre project.
-HW: Revising journal entry tomorrow, all multi-genre pieces due Thursday, February 5th.
Friday, January 30th
- Bell ringer.
- Learning Goal: I can provide meaningful and well-thought out feedback in Google docs using peer coaching sheet (first hour) as well as warm and cool feedback.
- Mini-lesson: Sentence fluency.
- Work time: Go to computer lab, read partner's journal entry and give feedback in Google docs. If finished and there is time left over, go back and fix what you need to in your journal entry.
- HW: All multi-genre pieces need to be completed by Thursday, February 5th.
Monday, February 2nd
- Bell ringer.
- Learning Target: I can continue making progress on getting my multi-genre pieces completed.
- Mini-lesson: Quickly review how to get to my class website and the PowerPoint presentation with multi-genre project requirements.
- Work time: In computer lab, work on multi-genre project.
- HW: All four multi-genre pieces need to be completed by the end of class Thursday!
Tuesday, February 3rd - Ms. Engle not in class - students have substitute teacher.
- Work on multi-genre project in computer lab.
- HW: All four multi-genre pieces need to be completed by the end of class Thursday!
Wednesday, February 4th - Ms. Engle's birthday! :)
- HW: All four multi-genre pieces need to be completed by the end of class TOMORROW!
Thursday, February 5th
- All four multi-genre pieces need to be completed by the end of class TODAY!
- HW: No homework! (Unless you have not turned in four multi-genre pieces).
Friday, February 6th
- Bell ringer.
- Learning Goal: I can pick out sensory details in poetry and think about how they enhance a poem's overall meaning.
- Mini-lesson: Example poem with sensory details chart.
- Work time: Read "Echoes" by Pat Mora (first time, read out loud as a class, second time students read poem individually and write paragraph about meaning of poem and how sensory details contribute to meaning of poem).
- HW: No homework! (Unless you have not turned in four multi-genre pieces).
Monday, February 9th
- Bell ringer.
- Learning Target: I can develop a better understanding of found poetry and start creating my own found poem.
- Mini-lesson: Found poetry - what it is and examples.
- Work time: Start working on found poem - read passage and pick out descriptive words, phrases, and lines that you want to use in your found poem.
- HW: No homework!
Tuesday, February 10th
- Bell ringer.
- Learning Goal: I can develop a better understanding of found poetry and create my own found poem.
- Mini-lesson: Look at more found poetry examples.
- Work time: Continue working on creating found poem.
- HW: No homework!
Wednesday, February 11th
- Bell ringer.
- Learning Goal: I can finish my found poem and provide meaningful feedback for found poems shared by classmates.
- Mini-lesson: Practice game - Pyramid.
- Work time: Work on finishing found poem. Poetry slam!
- HW: No homework!
Thursday, February 12th
- Bell ringer.
- Learning Goal: I can create a descriptive story about an interesting place using sensory details.
- Mini-lesson: Have students share out found poems if they did not share yesterday. Go over work time assignment.
- Work time: Work on three paragraph descriptive story.
- HW: No homework!
Friday, February 13th
- No School! Enjoy your five day weekend!
Monday, February 16th
- No School!
Tuesday, February 17th
- No School!
Wednesday, February 18th
- Bell ringer.
- Learning Goal: I can practice using correct word choice as well as pick out reasons and support for an argumentative essay.
- Mini-lesson: "No excuse" words.
- Work time: Annotate sample argumentative essay picking out reasons and support with graphic organizer.
- HW: No homework! Students on list: Turn in multi-genre letters as soon as possible!
Thursday, February 19th
- Bell ringer.
- Learning Goal: I can pick out reasons and support for an argumentative essay.
- Mini-lesson: Go over work time assignment.
- Work time: Annotate sample argumentative essay picking out reasons and support with graphic organizer.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, February 20th
- Bell ringer.
- Learning Goal: I can pick out reasons and support for an argumentative essay.
- Mini-lesson: Expectations for work time activity.
- Work time: "Pass It On" Activity - In groups of four, you are going to help each other come up with reasons that support the claim given to you on your sheet.
- HW; No homework! Turn in multi-genre letter if your name is on list!
Monday, February 23rd
- Bell ringer.
- Learning Goal: I can work collaboratively with my group to pick out the best pieces of evidence to support the four claims presented to us.
- Mini-lesson: The Gray Line of Persuasive vs. Argumentative Writing.
- Work time: Finish "Pass it On" activity from Friday, work collaboratively with group on "scavenger hunt" to find the best pieces of evidence to put on poster.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Tuesday, February 24th
- Bell ringer.
- Learning Goal: I can examine strengths and weaknesses of my writing from the fall district writing assessment.
- Mini-lesson: Go through Power Point reviewing the fall district writing assessment - answer questions.
- Work time: Look over fall district writing assessment - use warm and cool feedback for your own argumentative essay.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Wednesday, February 25th
- Bell ringer.
- Learning Goal: I can practice organizing my information as well as review the components of an argumentative essay.
- Mini-lesson: How to correctly cite sources.
- Work time: Work on reading article, "Should Your School Get Rid of Sports?" and fill out graphic organizer.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Thursday, February 26th
- Bell ringer.
- Learning Goal: I can incorporate the components of an argumentative essay into the graphic organizer and my rough draft of argumentative essay.
- Mini-lesson: How to format introduction paragraph of argumentative essay.
- Work time: Write rough draft of an argumentative essay for the topic of "Should Schools Get Rid of Sports?" (Finish graphic organizer from yesterday if it is not finished).
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, February 27th
- Bell ringer.
- Learning Goal: I can incorporate the components of an argumentative essay into my rough draft of argumentative essay.
- Mini-lesson: Writing the counterclaim and rebuttal of argumentative essay.
- Work time: Continue working on and finishing rough draft of an argumentative essay for the topic of "Should Schools Get Rid of Sports?"
- HW: No homework! Turn in multi-genre letter if your name is on list!
Monday, March 2nd
- Bell ringer.
- Learning Target: I can have a better understanding of how to organize my writing as well as use graphic organizers to form argumentative essays.
- Mini-lesson: Look at different kinds of graphic organizers and tie them to argumentative writing.
- Work time: Using one of the graphic organizers shown to you, create one based off of the article you are reading in class. Make sure to include all the parts of an argumentative essay.
- HW: No homework! If you did not turn in all four multi-genre pieces, please do so ASAP!
Tuesday, March 3rd
- Bell ringer.
- Learning Goal: I can incorporate transition words when writing an argumentative essay.
- Mini-lesson: Types of transition words - where to put them within essay.
- Work time: Work on filling out graphic organizer from yesterday. Complete an outline for an argumentative essay based off of the homework graphic organizer.
-HW: No homework! If you did not turn in all four multi-genre pieces, please do so ASAP!
Wednesday, March 4th
- District writing assessment, day one.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Thursday, March 5th
- District writing assessment, day two.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, March 6th
- Finish district writing assessment
- HW: No homework! If you did not turn in all four multi-genre pieces, please do so by March 13th.
Monday, March 9th
1st Hour: Substitute teacher - complete "Weighing an Argument" activity in class.
-HW: Work on rough draft of revised argumentative essay. (Should security cameras be in schools?)
3rd-7th Hours:
- Bell ringer.
- Learning Target: I can use Padlet to give warm and cool feedback on my partner's argumentative essay.
- Mini-lesson: Expectations for using Padlet.
- Work time: Look at your partner's security camera essay. Using Padlet, provide warm and cool feedback.
- Debrief: Discuss the feedback given on Padlet. What was one helpful piece of feedback you received?
- HW: Work on rough draft of revised argumentative essay. (Should security cameras be in schools?)
Tuesday, March 10th
- Bell ringer.
- Learning Target:
1st Hour - I can use Padlet to give warm and cool feedback on my partner's argumentative essay.
3rd-7th Hours: I can "weigh an argument" analyzing the pros and cons of a debatable issue.
- Mini-lesson:
1st Hour - Expectations for using Padlet.
3rd-7th Hours: "Weighing an Argument."
- Work time:
1st Hour: Look at your partner's security camera essay. Using Padlet and peer coaching, provide warm and cool feedback.
3rd-7th Hours: Work through "Weighing an Argument" packet. You may create a pro-con (for/against) chart on
- Debrief:
1st Hour - Peer coaching reflection.
3rd-7th Hours: Share with a shoulder partner your pro/con chart.
- HW: You may want to consider starting to work on rough draft of revised argumentative essay (revised security camera essay).
Wednesday, March 11th
- Bell ringer.
- Learning Target:
1st Hour - I can use peer coaching with Popplet to give specific feedback.
3rd-7th Hours: I can have an effective debate using Popplet.
- Mini-lesson: How to use Popplet.
- Work time: Finish working through "Weighing an Argument" packet. Once you have made your pro/con chart in your writer's notebook or in Google docs, have a debate (first hour, do peer coaching) on Popplet.
- HW: You may want to consider starting to work on rough draft of revised argumentative essay (revised security camera essay).
Thursday, March 12th
- Bell ringer.
- Learning Target:
1st Hour - I can use peer coaching to give specific feedback on argumentative essay.
3rd-7th Hours: I can give effective feedback on my partner's argumentative essay.
- Mini-lesson: Areas to give feedback on - look at argumentative essay study guide.
- Work time:
1st Hour - Peer coaching with argumentative essays.
3rd -7th Hour - Give feedback on partner's argumentative essay.
- Debrief:
1st Hour - Fill out peer coaching reflection.
3rd-7th Hours: How did your partner provide meaningful feedback?
- HW: Work on rough draft of revised argumentative essay due next Friday.
Friday, March 13th
- Bell ringer.
- Learning Goal: I can differentiate between a sentence fragment and a complete sentence.
- Mini-lesson: Sentence Fragments.
- Work time: Chrome book practice with picking out sentence fragments and fixing them.
- HW: Rough draft of revised argumentative essay (over security cameras in schools) due next Friday.
Monday, March 16th
- No School - Professional Development
- HW: Rough draft of revised argumentative essay (over security cameras in schools) due Friday.
Tuesday, March 17th
- Bell ringer.
- Learning Target: I can apply close reading strategies to picking out important details for my argumentative essay.
- Mini-lesson: 4th Quarter Expectations - A "Closer" Look at Close Reading.
- Work time:
1st Hour: Peer coaching with close reading.
3rd-7th Hours: Read through security camera articles - apply close reading strategies and make necessary changes/additions to your Google doc.
- Debrief: Go over 4th quarter incentive and requirements for that (last three minutes of class).
1st Hour - Peer coaching reflection.
3rd-7th Hours: Share your close reading with a shoulder partner.
- HW: Rough draft of revised argumentative essay due FRIDAY!
Wednesday, March 18th
- Bell ringer.
- Learning Target: I can make necessary revisions to my security camera argumentative essay.
- Mini-lesson:
1st Hour: Go over peer coaching sheet.
3rd-7th Hours: Using commas appropriately.
- Work time: Finish revising security camera essay! When you have done that, you will go on Wonderopolis and read an article as well as write down the main idea and supporting details from the article in your own words.
-HW: Rough draft of revised argumentative essay due FRIDAY! (I will not be here tomorrow.)
Thursday, March 19th
- Not here - substitute teacher - grading district writing assessments
- HW: Rough draft of revised argumentative essay due TOMORROW!
Friday, March 20th
- Bell ringer.
- Learning Goal: I can analyze third person point of view in argumentative writing and revise my security camera essay.
- Mini-lesson: Using third person point of view in argumentative writing.
- Work time: Revise the revised security camera argumentative essay - really focus on list of things on Smart Board when revising.
- HW: Final draft of revised argumentative essay due next Friday. Assignment from yesterday due Monday (for those who get article and questions back).
Monday, March 23rd - Computer lab today!
- Bell ringer.
- Learning Target: I can figure out what MAP tools work best for me as well as work on revising my security camera essay.
- Mini-lesson: Strategies for using online tools for MAP test.
- Work time: 1st Hour - Have your peer coaching partner look at your revised argumentative essay and provide additional feedback.
Work on revising your security camera essay. If you are finished, have Ms. Engle look at it and then continue free writing activity from Friday.
-HW: Final draft of revised argumentative essay (security cameras) due Friday!
Tuesday, March 24th
- Bell ringer.
- Learning Goal: I can develop a better understanding of spoken word poetry and develop my own spoken word poem.
- Mini-lesson: Spoken word poetry/Listen to example of spoken word poetry.
- Work time: 1st Hour: Peer coaching with spoken word poetry.
3rd-7th Hours: Create spoken word poem based off of sample spoken word poem.
-HW: Final draft of revised argumentative essay (security cameras) due Friday!
Wednesday, March 25th
- Bell ringer.
- Learning Target: I can practice writing constructed response questions to prepare for the MAP test.
- Mini-lesson: How to restate the question when create a constructed response.
- Work time: Read "Midnight Hero" and answer constructed response questions. (1st Hour - Use peer coaching with constructed response questions).
- HW: Revised security camera argumentative essay due Friday!
Thursday, March 26th
- Bell ringer.
- Learning Goal: I can develop a better understanding of spoken word poetry and develop my own spoken word poem.
- Mini-lesson: Listen to examples of spoken word poetry. How are they incorporating characteristics of spoken word poetry?
- Work time: 1st Hour: Peer coaching with spoken word poetry. Create spoken word poem with peer coaching partner.
3rd-7th Hours: Create your own spoken word poem.
- HW: Revised security camera argumentative essay due TOMORROW!
Friday, March 27th
- Bell ringer.
- Learning Goal: I can finish my revised security camera essay and free write.
- Mini-lesson: Conventions Review.
- Work time: Finish the revised security camera argumentative essay - really focus on list of things on Smart Board when revising. Free write when finished.
- HW: No homework! Enjoy your spring break! :)
Monday, April 6th
- Bell ringer.
- Learning Target: I can practice note-taking and answering questions while listening to audio to prepare for MAP test.
- Mini-lesson: Strategies for note-taking with audio for MAP test.
- Work time: Work on MAP listening practice.
- HW: No homework!
Tuesday, April 7th - In computer lab today - MAP Listening Practice
- Bell ringer.
- Learning Goal: I can practice effective note taking for the listening section of the MAP test.
- Mini-lesson: How to access MAP practice test and listening questions.
- Work time: MAP practice - listening part.
- HW: No homework!
Wednesday, April 8th
- Bell ringer.
- Learning Target: I can better understand how to respond to questions for the listening section to prepare for the MAP test.
- Mini-lesson: Review of Main Idea and Supporting Details.
- Work time: Discuss the responses from yesterday's MAP practice.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - Not required.)
Thursday, April 9th
- Bell ringer.
- Learning Goal: I can practice comparing and contrasting information from two articles.
- Mini-lesson: Ways of comparing and contrasting.
- Work time: MAP Practice - Read articles "Throw Away Your Earbuds Now!" and "And I Can't Hear You." Answer questions about the articles.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Friday, April 10th - Assembly Schedule
- Bell ringer.
- Learning Goal: I can practice comparing and contrasting information from two articles.
- Mini-lesson: Using words that are more descriptive.
- Work time: MAP Practice - Read articles "Throw Away Your Earbuds Now!" and "And I Can't Hear You." Answer questions about the articles.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Monday, April 13th
- Bell ringer.
- Learning Target: I can make revisions to my assignments to demonstrate proficiency and progress in ideas and sentence fluency.
- Mini-lesson: What makes a great written response? Student samples of answers from assignments - invitation to notice.
- Work time: Work on revising two assignments - if you got a 2.5 or lower on one or both assignments, you are required to revise the assignment(s).
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Tuesday, April 14th
- Bell ringer.
- Learning Goal: I can learn about cinquain poetry and create my own cinquain poems.
- Mini-lesson: All About Cinquain Poetry.
- Work time: Create cinquain poems; when finished, take one of the cinquain poems you created and make a longer poem from it.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Wednesday, April 15th
- Bell ringer.
- Learning Target: I can practice paraphrasing audio as well as written text.
- Mini-lesson: Paraphrasing Review/Practice.
- Work time: Read article and paraphrase article.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Thursday, April 16th
- Bell ringer.
- Learning Goal: I can learn about limerick poetry and create my own limerick poems.
- Mini-lesson: All About Limerick Poetry.
- Work time: Create limerick poems; when finished, take one of the limerick poems you created and make a longer poem from it.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Friday, April 17th
- Bell ringer.
- Learning Goal: I can figure out the best answer on reading comprehension questions to help me prepare for the MAP test.
- Mini-lesson: MAP listening practice - strategies, note taking, selecting the best response.
- Work time: Read James Bridger biography - answer multiple choice questions - this will be turned in!
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Monday, April 20th
- Bell ringer.
- Learning Goal: I can make revisions to my assignments to demonstrate progress in understanding concepts as well as to help me prepare for the MAP test.
- Mini-lesson: Analyzing questions using key words.
- Work time: Work on revising two assignments - if you got a 2.5 or lower on one, two, or all three assignments, you are required to revise the assignment(s). Also, you are required to work on the assignments if you have not turned them in.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Tuesday, April 21st
- Bell ringer.
- Learning Goal: I can continue practicing skills to help prepare me for the MAP test.
- Mini-lesson: MAP listening practice.
- Work time: Read "Fire!" and answer questions. Create found poem.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Wednesday, April 22nd
- Computer lab - MAP practice!
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Thursday, April 23rd
- Bell ringer.
- Learning Goal: I can learn about the mysterious work of Harris Burdick and create a poem or story from a picture.
- Mini-lesson: The Story of Harris Burdick.
- Work time: Create a story (at least one page long) or a poem (at least 10 lines, rhyme or no rhyme). For your poem or story, use one or two of the pictures below and the first line.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Friday, April 24th - Not here - students completed reading and writing activity with substitute teacher.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Monday, April 27th
- Bell ringer.
- Learning Goal: I can compare and contrast two fairy tales as well as figure out what makes a fairy tale fractured.
- Mini-lesson: Read fairy tale - preview fractured fairy tale.
- Work time: Read "Little Red Ski Cap," answer questions and find similarities/differences between "Little Red Riding Hood" and "Little Red Ski Cap."
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.)
Tuesday, April 28th
- MAP Testing, Day One
- Work with fractured fairy tales.
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.) Fractured Fairy Tales due Friday, May 15th.
Wednesday, April 29th
- MAP Testing, Day Two
- Work with fractured fairy tales.
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.) Fractured Fairy Tales due Friday, Map 15th.
Monday, May 4th
- Bell ringer.
- Learning goal: I can create a fractured fairy tale that is effective and detailed.
- Mini-lesson: MAP Testing Do's and Don'ts.
- Work time: Complete story map for fractured fairy tale if it isn't done, start writing fractured fairy tale or continue adding more to fractured fairy tale. Have someone revise fractured fairy tale and give feedback when you write it all.
- HW: Fractured fairy tales due Wednesday, May 13th.
Tuesday, May 5th-Thursday, May 7th
- ELA MAP testing in library.
- HW: Fractured fairy tales due Wednesday, May 13th.
Friday, May 8th
- Bell ringer.
- Learning goal: I can discover similarities between fairy tales and modern-day movies.
- Mini-lesson: Invitation to Notice - Example of how fairy tale and movie are alike. What to look for when finding how fairy tale and movie are alike.
- Work time: Complete Venn diagram that compares fairy tale and a modern day movie of your choice. Write at least half a page providing at least three specific ways in which the particular fairy tale and modern day movie are alike. When you finish that, you may continue working on your fractured fairy tale if you need to or complete the following: Create a poem (at least eight to ten lines) relating to a fairy tale or your fractured fairy tale. It must be descriptive and specific as well as rhyme.
- HW: Fractured fairy tales due next Wednesday, May 13th.
Monday, May 11th
- Bell ringer.
- Learning goal: I can discover similarities and differences between fairy tales from different places around the world.
- Mini-lesson: Go over map of fairy tales, Read Indian fairy tale, "Anklet for a Princess." Discuss similarities and differences.
- Work time: With a partner, read one of three versions of Cinderella. Each person will complete a Venn diagram with similarities and differences between the two fairy tales. You need to keep this for tomorrow as you will be sharing your Venn diagram with a small group tomorrow. When you finish that, you may continue working on your fractured fairy tale if you need to complete it.
- HW: Fractured fairy tale due Wednesday!
Turn it in before Wednesday if you would like! Make sure to revise fractured fairy tale before you turn it in to me.
Tuesday, May 12th
- Bell ringer.
- Learning goal: I can finish my fractured fairy tale as well as find similarities and differences between fairy tales from different places around the world.
- Mini-lesson: Bell ringer - Parts to work on with fractured fairy tale - come up with ideas for how to make those parts better.
- Work time: Finish your fractured fairy tale! If you have already started typing your fractured fairy tale, a few will go to the library at a time. If you haven't started typing, you will just turn in a handwritten copy of your fractured fairy tale.When you finish that, you may continue working independently on the activity from yesterday. If you finished that as well, you may free write.
- HW: Fractured fairy tale due tomorrow!
Turn it in before tomorrow if you would like! Make sure to revise fractured fairy tale before you turn it in to me.
Wednesday, May 13th
- Bell ringer.
- Learning goal: I can listen to other fractured fairy tales and determine how their fairy tales are fractured.
- Mini-lesson: Podium Points/What it Means to be an "Active Listener."
- Work time: Students will share fractured fairy tales. Those who are sitting in the audience will take notes on how the fairy tale being presented is fractured. If time, create a fractured fairy tale using interactive websites.
- HW: No homework!
Friday, May 15th
- Bell ringer.
- Learning goal: I can incorporate descriptive language and sensory details in my writing.
- Mini-lesson: Fairy tales - those that did not get to share on Wednesday will have the opportunity to share today.
- Work time: Free write to one or more of the following prompts. It can be made as a poem, story, or essay.
- HW: No homework!
Tuesday, August 12th: First day of school/Welcome to Bridger!
- Bell ringer
- Brief introductions
- School procedures (Every hour, they would go over various parts of the student agenda), received locker information and practiced opening lockers
- 4th Hour: Did writing survey, all classes will have completed survey by the end of class tomorrow
- Homework: No Homework!
Wednesday, August 13th:
- Bell ringer
- Class expectations (we created some of them in class together today)
- Did not get to writing survey in some classes - may do it tomorrow or may do it Monday
- Homework: Friendly letter to Ms. Engle due Friday! Also, please have your writer's notebook (either a spiral notebook or a composition notebook) by Monday.
Thursday, August 14th:
- Bell ringer
- Go over writing class expectations
- Work time: Get started/finish friendly letter
- Fill out (and complete) writing survey
- Homework: Friendly letter due TOMORROW! Writer's Notebook by Monday
Friday, August 15th:
- Bell ringer
- Mini-lesson: Metaphors: What are they? What is their purpose?
- Start "Musical Metaphor Activity" - In small groups, students will be given a song and they will be asked to make a poster. On that poster, they will include metaphors in which they found from looking at the song lyrics. They will also be asked to explain what the metaphor means and they will present their poster in class.
Monday, August 18th:
- Bell ringer
- Review of metaphors: What are they? What is the purpose of a metaphor?
- Work on/Finish "Musical Metaphor Activity" (we will share TOMORROW!)
Tuesday, August 19th:
- Bell ringer
- Review of metaphors
- Shared musical metaphor activity (4th-7th hour - finish tomorrow)
Wednesday, August 20th:
- Bell ringer
- Heart mapping (4th-7th hour - finished sharing musical metaphor activity) (all hours except 5th hour completed exit slip)
Thursday, August 21st:
- Bell ringer
- Heart mapping, day two
-Re-did exit slip "Dream" poem - metaphors - will be graded and put in Power School
Friday, August 22nd:
- Bell ringer
- Apply for classroom jobs
- How to be more specific in writing/narrow focus, be specific
- Afternoon classes: HW: Finish half page writings (three topics from heart map)
Monday, August 25th:
- Bell ringer
- The Big Reveal: Classroom Jobs
- Learning Goal: I can apply sensory details in my writing
- Work on heart map half page responses
Tuesday, August 26th:
- Bell ringer
- Learning Goal: I can apply sensory details in my writing
- Hershey Kiss sensory details activity
- HW: None
Wednesday, August 27th:
- Bell ringer
- Introduce/Go over Learning Logs
- Get metaphor exit slips back with scores on them - track them on Learning Logs
- HW: None
Thursday, August 28th:
- Bell ringer
- Mini-lesson: Share my "I Am" map - model
- Learning Goal: I can use "I Am" maps to narrow topics for my memoir
- Work time: Have students create their own "I Am Map", write five sentences about one of roles on "I Am" map
- HW: None
Friday, August 29th
- Bell ringer
- Mini-lesson: Modeling example of watermelon vs. seed - narrowing topic in memoir
- Learning Goal: I can distinguish watermelons from seeds when it comes to narrowing focus/topic for my memoir.
- Students can use "I am" maps or heart maps to narrow topics for memoir - fill out watermelon and seed graphic organizer (see links if you need extra copy)
- HW: None
Tuesday, September 2nd:
- Bell ringer - watermelon and seed (broad, general topic to narrow, specific topics)
- Learning Goal: I can continue working on narrowing topics from broad ideas
- Read The Composition
- HW: None
Wednesday, September 3rd:
- Bell ringer - watermelon and seed - applying it to The Composition that we read yesterday in class
- Learning Goal: I can determine the characteristics of a great memoir and find examples of those characteristics that will help me when writing my memoir
- Read excerpt of Owl Moon and answer questions such as: Who is telling the story? What is the story about? What is the time of day in which the story takes place? What is one sensory detail that is used? What is one simile/metaphor that is used?
- HW: None
Thursday, September 4th:
- Bell ringer - Character Plus (Responsibility)
- Learning Goal: I can determine the characteristics of a great memoir and find examples of those characteristics that will help me when writing my memoir
- Take notes over characteristics of a memoir
- HW: None
Friday, September 5th:
- Bell ringer
- Learning Goal: I can create potential memoir topics using first person point of view and determine the "So What?" of a memoir topic.
- Began to fill out "Questions for Memoirists" sheet (electronic copy in "Links" page of website)
- HW: None
Monday, September 8th
- Bell ringer
- Learning Goal: I can use "Questions for Memoirists" sheet to pick memoir topic that answers "So What?"
- Mini-lesson: Using "Questions for Memoirists" sheet to pick topic (star) that answers "So What?"
- Work time: Finish "Questions for Memoirists" sheet - once you have at least ten answered, star your topic that you will write memoir about
- De-brief: Conferring - going around and checking with students what their memoir topic is
- HW: Rough draft of memoir due by end of class Friday
Tuesday, September 9th
- Bell ringer
- Learning Goal: I can create hooks that set the tone in a way that engages readers and makes them interested in my memoir.
- Mini-lesson: Creating engaging hooks for memoir
- Work time: Write an engaging hook for your memoir
- De-brief: Share hooks with your shoulder partner
- HW: Rough draft of memoir due by end of class Friday
Wednesday, September 10th
- Bell ringer
- Learning Goal: I can figure out what makes a good body paragraph and apply those ideas to my memoir.
- Mini-lesson: Body paragraphs - use examples
- Work time: Work on your rough draft of your memoir.
- De-brief: Exit slip - first person point of view
- HW: Rough draft of memoir due by end of class Friday
Thursday, September 11th
- Bell ringer
- Learning Goal: I can write an effective conclusion for my memoir.
- Mini-lesson: Writing an effective conclusion for memoir - use examples
- Work time: Work on writing an effective conclusion for your memoir
- De-brief: Answer and turn in: What is the one part of your memoir that is most challenging for you?
- HW: Rough draft of memoir due by end of class TOMORROW!
Friday, September 12th
- Rough drafts need to be finished by end of class today!
- Bell ringer
- Learning Goal: I can complete the rough draft of my memoir
- Work day/conferring day
- HW: If rough draft is not completed, it must be done by beginning of class Monday
Monday, September 15th
- Bell ringer
- Learning Goals: I can develop a better understanding of first person point of view. I can complete the rough draft of my memoir and self revise using the "Revision Checklist."
- Mini-lesson: First Person Point of View: Take Two
- Work time: Finish rough draft/complete "Memoir Revision Checklist"
- HW: Revision starts tomorrow, turn in Flu Shot Forms by Thursday
Tuesday, September 16th
- Bell ringer
- Learning Goal: I can revise the rough draft of a memoir written by my classmate.
- Mini-lesson: Warm vs. cool feedback
- Work time: Revise shoulder partner's memoir - write feedback/comments on post-it notes (two comments that use warm feedback and two comments that use cool feedback)
- HW: Turn in flu shot forms by Thursday
Wednesday, September 17th
- Bell ringer
- Learning Goal: I can vary the beginnings of my sentences in my memoir.
- Mini-lesson: Model example of how I track sentence variety
- Work time: Number sentences of your own memoir and find ways to vary sentences
- HW: Flu shot forms due to first hour teacher by tomorrow! Spirit week tomorrow - Favorite Sports Team Day
Thursday, September 18th
- Bell ringer
- Learning Goal: I can develop a better understanding of explaining the "So What?" question in my memoir.
- Mini-lesson: Model example of explaining "So What?" question.
- Work time: Have students work on explaining the "So What?" question of their memoir.
Friday, September 19th
- Bell ringer
- Learning Goal: I can learn and understand choice boards for practicing skills used in class.
- Mini-lesson: Choice boards/Examples
- Work time: Work on choice board tasks
- HW: No homework!
Monday, September 22nd
- Bell ringer
- Learning Goal: I can develop a better understanding of hooks/leads.
- Mini-lesson: Types of hooks/leads and examples
- Work time: Give feedback on your shoulder partner's hook/lead (your shoulder partner will give feedback on your lead as well). Then use remaining class time to work on improving your hook/lead.
- HW: Progress reports will be sent out Friday!
Tuesday, September 23rd
- Bell ringer
- Learning Goal: I can figure out how to use Microsoft Word and begin typing my memoir.
- Mini-lesson: How to use Microsoft Word
- Work time: Stat typing memoir
- HW: Complete first person point of view exit slip and/or metaphors exit slip by TOMORROW for progress reports (only if you have not done so already). Memoirs due Friday!
Wednesday, September 24th
- Go over progress reports
- Begin filling out self-evaluation part of progress report
- Go to computer lab and continue typing memoir
- HW: Memoir due Friday!
Thursday, September 25th
- Bell ringer
- Learning Goal: I can identify specific traits of a hero as well as identify heroes in my life.
- Mini-lesson: Picking specific details to support claim
- Work time: Have students work on "Who is My Hero?" activity.
- HW: Memoir due TOMORROW!
Friday, September 26th
- Bell ringer
- Learning Goal: I can incorporate more sensory details in my writing.
- Mini-lesson: Sensory details
- Work time: Free write with sensory details
- HW: No homework!
Monday, September 29th
- Bell ringer
- Learning Goal: I can determine a theme or central idea in a text and how it is conveyed through particular details.
- Mini-lesson: Finding the theme or central idea in a text
- Work time: Choose one passage to read from three different children's books, fill out graphic organizer finding theme and supporting details
- Debrief: Quick write
- HW: No homework!
Tuesday, September 30th
- Bell ringer
- Learning Goal: I can determine a theme or central idea of a text and how it is conveyed through particular details.
- Mini-lesson: Finding the theme or central idea in a text
- Work time: Create posters from graphic organizers completed in yesterday's class
- Debrief: Share posters
- HW: District writing assessment starts tomorrow!
Wednesday, October 1st
- Bell ringer
- Learning Goal: I can give 110% effort on the District Writing Assessment
- District Writing Assessment Day 1 - Write rough draft
- HW: No homework!
Thursday, October 2nd
- Bell ringer
- Learning Goal: I can give 110% effort on the District Writing Assessment.
- District Writing Assessment Day 2 - Write final draft
- HW: No homework!
Friday, October 3rd
- Bell ringer
- Learning Goal: I can use what I know about integrity and nominate a classmate for this month's trait of integrity.
- Mini-lesson: Fill out Character Plus nomination forms.
- Work time: Free write/Make-ups for those who missed first and/or second day of district writing assessment.
- HW: No homework!
Monday, October 6th
- Bell ringer: Read paragraph, find and write down each transition word.
- Learning Goal: I can develop a better understanding of transition words and apply them to my own writing.
- Mini-lesson: Modeling how to use transition words/types of transition words.
- Work time: Picture book activity - fill out table with transition words that you come across as you are reading
- HW: Watch TV or read AR book - write down transition words you see or hear (at least five) due Wednesday
Tuesday, October 7th
- Bell ringer
- Learning Goal: I can develop a better understanding of third person point of view and apply it to my own writing.
- Mini-lesson: Third person point of view (group demonstration)
- Work time: Rewrite a book you have read or are currently reading that is written in first person and rewrite it in third person point of view
- Debrief: Exit slip
- HW: Watch TV or read AR book - write down transition words you see or hear (at least five) due Wednesday
Wednesday, October 8th
- Bell ringer
- Learning Goal: I can paraphrase information from sources versus direct quotes
- Mini-lesson: Modeling how to paraphrase information
- Work time: Paraphrase passages from book you read
- Debrief: Share with shoulder partner what you wrote
- HW: No homework!
Thursday, October 9th
- Bell ringer
- Learning Goal: I can better understand third person point of view and use it in my writing.
- Mini-lesson: Review of types of third person point of view
- Work time: Dinner menu activity to practice third person point of view
- Debrief: Share with shoulder partner what you wrote.
- HW: No homework (unless you did not finish dinner menu activity in class)
Friday, October 10th
- Bell ringer
- Learning Goal: I can practice paraphrasing text by pulling out main idea, supporting details, and putting it in my own words.
- Mini-lesson: Review paraphrasing
- Work time: Pick two of three articles to read, fill out graphic organizer with main idea and supporting details.
- HW: Dinner menu activity if not completed yesterday
Monday, October 13th
- NO SCHOOL!
- HW: Dinner menu activity due TOMORROW if not completed last week
Tuesday, October 14th
- Bell ringer
- Learning Goal: I can practice identifying the main ideas, supporting details, and putting the text in my own words.
- Mini-lesson: Review paraphrasing
- Work time: Finish activity from Friday
- Survey for Ms. Engle's research project
- HW: No homework!
Wednesday, October 15th
- Bell ringer
- Learning Goal: I can continue working on paraphrasing information from articles without plagiarizing
- Mini-lesson: Paraphrasing review
- Work time: Paraphrasing information from article
- HW: Turn in parent/teacher conference forms ASAP (if you have not done so already) to your first hour teacher.
Thursday, October 16th
- Bell ringer
- Learning Goal: I can practice paraphrasing and apply the PARAphrasing in my writing.
- Mini-lesson: Quick paraphrasing review/practice
- Work time: Chrome book activity
- HW: No homework (unless you have not turned in your parent/teacher conference forms)!
Friday, October 17th
- Bell ringer
- Learning Goal: I can practice note-taking by paraphrasing the text and putting it in my own words.
- Mini-lesson: Video and reflection
- Work time: Read article and take notes - PARAphrase
- HW: No homework!
Monday, October 20th
- Bell ringer
- Learning Goal: I can practice note-taking and annotating strategies in different forms (video and articles).
- Mini-lesson: Watch video for hero #1 - Take notes (Bilaal Rajan)
- Work time: Read articles and take notes using graphic organizer or some other way to organize ideas
- HW: No homework!
Tuesday, October 21st
- Sub packet - students read non-fiction articles about Ancient Greek heroes - annotated articles, completed a graphic organizer and constructed response questions
Wednesday, October 22nd
- Bell ringer
- Learning Goal: I can write thorough and detailed notes in heroes videos
- Mini-lesson: Do's and Don'ts of note-taking
- Work time: Watch videos - students took notes for informative essay they will start writing next week
- HW: No homework!
Thursday, October 23rd
- Bell ringer/Announced new classroom jobs for quarter two
- Learning Goal: I can write thorough and detailed notes in heroes videos (Day Two)
- Work time: Finish watching videos - students finished taking video notes for informative essay they will start next week
- HW: No homework!
Friday, October 24th
- Bell ringer
- Learning Goal: I can prepare the writing portion of my portfolio for parent/teacher/student conferences.
- Mini-lesson: Go over direction sheet, how to put things in unit one learning log
- Work time: Follow directions on sheet taped to desk - put writing materials in portfolio.
- HW: No homework!
Monday, October 27th
- Bell ringer
- Learning Goal: I can identify the parts of an informative essay and take detailed notes on hero articles for informative essay.
- Mini-lesson: Parts of an informative essay - model this and how notes go with this.
- Work time: Have students get started on taking notes over articles for the hero they chose.
- HW: Finish taking notes on articles for the hero you chose for informative essay.
Tuesday, October 28th
- Bell ringer
- Learning Goals: I can pull out important details from my hero articles and develop a strong introduction for my informative essay.
- Mini-lesson: Informative essay introduction - model with graphic organizer.
- Work time: Finish hero articles, start on introduction graphic organizer (if notes for hero articles are completed).
- HW: Work on introduction graphic organizer (if not completed in class).
Wednesday, October 29th
- Bell ringer
- Learning Goals: I can continue working on paraphrasing information from articles without plagiarizing and continue creating a strong introduction.
- Mini-lesson: Paraphrasing review
- Work time: Work on introduction graphic organizer.
- HW: Finish introduction graphic organizer, start writing introduction for informative essay.
Thursday, October 30th
- Bell ringer
- Learning Goal: I can create top five lists and write using sensory details, similes or metaphors, and first or third person point of view.
- Mini-lesson: Creating sentence variety
- Work time: Top five lists/Free write
- HW: No homework!
Friday, October 31st
- No school! Enjoy your four day weekend!
Monday, November 3rd
- Professional Development - No School!
Tuesday, November 4th
- Bell ringer
- Learning Goal: I can create body paragraphs for my hero informative essay.
- Mini-lesson: Constructing body paragraphs and notes
- Work time: Start working on body paragraphs
- HW: Work on body paragraphs. Rough draft due Friday!
Wednesday, November 5th
- Bell ringer
- Learning Goal: I can create a conclusion paragraph for my hero informative essay.
- Mini-lesson: Creating conclusions, "think out loud," take notes
- Work time: Work on conclusion graphic organizer, start writing conclusion paragraph
- HW: Finish conclusion graphic organizer, rough draft due Friday! Take graphic organizer and notes home with you.
Thursday, November 6th
- Bell ringer
- Learning Goal: I can complete the rough draft of my hero informative essay.
- Mini-lesson: Review of structure of informative essay
- Work time: Work day - work on finishing rough draft of hero informative essay.
- HW: Finish rough draft of hero informative essay. Rough draft due TOMORROW!
Friday, November 7th
- Bell ringer
- Learning Goal: I can provide constructive, meaningful feedback when revising a hero informative essay.
- Mini-lesson: How to give constructive feedback
- Work time: Give feedback on shoulder partner's informative essay.
- HW: Final draft of hero informative essay due Friday, November 14th.
Monday, November 10th
- Bell ringer
- Learning Goal: I can help my shoulder partner add more supporting details to their informative essay.
- Mini-lesson: Picking out the right information.
- Work time: Have students work with shoulder partner or on their own to add more to their informative essay using guiding questions.
- HW: Final draft of hero informative essay due Friday, November 14th.
Tuesday, November 11th - Happy Veteran's Day!
- Bell ringer
- Learning Goal: I can use the Google chrome books to start typing the final draft of my hero informative essay.
- Mini-lesson: How to access Google Drive/start a new Google doc
- Work time: Begin typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due Friday!
Wednesday, November 12th
- Bell ringer
- Learning Goal: I can use Google docs with the chrome books to continue working on the final draft of my hero informative essay.
- Mini-lesson: How to access Google drive and create/retrieve Google doc
- Work time: Work on typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due Friday!
Thursday, November 13th
- Bell ringer
- Learning Goal: I can use Google docs with the chrome books to continue working on the final draft of my hero informative essay.
- Mini-lesson: Review of how to access Google document; adjusting font and double spacing
- Work time: Work on typing final draft of hero informative essay.
- HW: Final draft of hero informative essay due TOMORROW!
Friday, November 14th
- Bell ringer
- Learning Goal: I can use Google docs with the Chrome books to finish working on the final draft of my hero informative essay.
- Mini-lesson: Indenting paragraphs
- Work time: Finish typing hero informative essay. If done, free write.
- HW: No homework! (Unless you have not finished typing the final draft of your hero informative essay).
Monday, November 17th
- Bell ringer
- Learning Goal: I can pick out the parts of a powerful argument.
- Mini-lesson: Parts of a powerful argument
- Work time: Read through sample argumentative essay "15 Days or 2.5 Months?" and find/write down the parts of the argument.
- HW: Finish reading sample essay and making notes of parts of an argument if you did not finish in class. Due TOMORROW for a grade.
Tuesday, November 18th
- Bell ringer
- Learning Goal: I can pick out the parts of a powerful argument.
- Mini-lesson: Review parts of a powerful argument
- Work time: Finish annotating and picking out parts of argument from sample essay passed out yesterday.
- HW: No homework! (Unless you did not turn in homework from yesterday).
Wednesday, November 19th
- Bell ringer
- Learning Goal: I can use the parts of an argument to solve a mystery.
- Mini-lesson: Parts of an Argument - Evidence and Rule
- Work time: Work on "Slip or Trip" mystery activity.
- HW: No homework!
Thursday, November 20th
- Bell ringer
- Learning Goal: I can determine the difference between a fact and an opinion in an argumentative essay.
- Mini-lesson: Fact vs. Opinion
- Work time: Picking out the facts and opinions in argumentative essays.
- HW: No homework!
Friday, November 21st
- Bell ringer
- Learning Goal: I can incorporate the DAIR model in my writing.
- Mini-lesson: DAIR model - Ford's Theater Activity
- Work time: Chrome books - look at pictures and create posts on padlet.com
- HW: No homework!
Monday, November 24th
- Bell ringer
- Learning Goal: I can develop a well-rounded argument that addresses evidence for both sides.
- Mini-lesson: Developing a well-rounded argument.
- Work time: Activity - Pull topic with claim on it and develop an argument using specific evidence.
- HW: No homework! Last day to turn in hero informative essay is TOMORROW!
Tuesday, November 25th
- Bell ringer
- Learning Goal: I can create a Thanksgiving writing piece for someone special in my life.
- Mini-lesson: Different forms of writing to create Thanksgiving writing piece.
- Work time: Create Thanksgiving writing piece - can be a letter, poem, card, etc.
- HW: No homework! Enjoy your break!
Monday, December 1st
- Bell ringer.
- Learning Goal: I can brainstorm a list of evidence that supports and goes against topic for argumentative essay.
- Mini-lesson: Structure of an argumentative essay.
- Work time: Introduce topic and articles that students will use in argumentative essay - fill out, brainstorm, and make list of evidence for and against topic.
- Debrief: In your writer's notebook, write whether you are going to argue for or against topic. Check notebooks before you go!
Tuesday, December 2nd
- Bell ringer
- Learning Goal: I can pick out the best pieces of evidence for my argumentative essay.
- Mini-lesson: I can pick out the best pieces of evidence for my argumentative essay.
- Work time: Partner activity - analyzing both sides of argument and figure out the best pieces of evidence for both sides.
- Debrief: Share what you wrote with partner.
- HW: No homework! Begin working on rough draft of argumentative essay! (Rough draft due December 12th).
Wednesday, December 3rd
- Bell ringer
- Learning Goal: I can create the body paragraphs of my argumentative essay using the evidence I have collected.
- Mini-lesson: Creating body paragraphs with evidence.
- Work time: Work on writing three evidence body paragraphs.
- HW: Body paragraphs of argumentative essay due Friday! (Rough draft with all six paragraphs due Friday, December 12th).
Thursday, December 4th
- Students had a substitute teacher. They were told to work on the body paragraphs of their argumentative essay. If they finished those, they could work on a murder mystery activity.
- HW: Body paragraphs of argumentative essay due TOMORROW! Do outside research for argumentative essay.
Friday, December 5th
- Bell ringer
- Learning Goal: I can write an effective rebuttal and opposing viewpoint paragraph for my argumentative essay.
- Mini-lesson: Writing the rebuttal and opposing viewpoint paragraph of argumentative essay.
- Work time: Write opposing viewpoint paragraph with rebuttal.
- HW: Rough draft of argumentative essay due next Friday, December 12th! Do outside research to find specific evidence.
Monday, December 8th
- Bell ringer
- Learning Goal: I can develop an engaging introduction for my argumentative essay.
- Mini-lesson: Structure of introduction of argumentative essay.
- Work time: Work on writing introduction paragraph of argumentative essay. When you finish writing it, have someone look at it and give feedback.
- HW: Rough draft of argumentative essay due Friday! Do outside research and use articles to get specific evidence.
Tuesday, December 9th
- Bell ringer
- Learning Goal: I can create an effective conclusion paragraph for my argumentative essay.
- Mini-lesson: Structure of a conclusion paragraph for argumentative essay.
- Work time: Work on writing a conclusion paragraph for argumentative essay.
- HW: Rough draft of argumentative essay due Friday! Do outside research for additional evidence.
Wednesday, December 10th
- Bell ringer
- Learning Goal: I can have a better understanding of editing/proofreading symbols and apply them when editing someone's argumentative essay.
- Mini-lesson: Editing symbols/proofreading
- Work time: Work on rough draft of argumentative essay - if done, edit someone else's argumentative essay.
- HW: Rough draft of argumentative essay due Friday! Do outside research if necessary.
Thursday, December 11th
- Bell ringer
- Learning Goal: I can apply credible sources to my argumentative essay and cite them properly.
- Mini-lesson: How to find credible sources and cite them.
- Work time: Work on finishing rough draft of argumentative essay. If you are done, you will go back and make sure that your sources are cited properly as well as make sure you have evidence from articles.
- HW: Rough draft of argumentative essay due TOMORROW!
Friday, December 12th
- Bell ringer.
- Learning Goal: I can provide constructive and meaningful feedback when revising an argumentative essay.
- Mini-lesson: How to give meaningful feedback when revising.
- Work time: Random partner activity - revise each other's rough drafts using post it notes and warm/cool feedback.
- HW: Final draft of argumentative essay due next Thursday! Do outside research to find specific evidence.
Monday, December 15th
- Begin typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due Thursday at the end of class!
Tuesday, December 16th
- Continue working on typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due Thursday at the end of class!
Wednesday, December 17th
- Continue working on typing final draft of argumentative essay in computer lab.
- HW: Final draft of argumentative essay due TOMORROW at the end of class!
Thursday, December 18th
- SNOW DAY!
- Final draft of argumentative essay due at the end of the day TODAY!
Friday, December 19th
- Incentive field trip to the movies for those who qualify.
- Free write activity.
- HW: No homework! Enjoy your break!
Monday, January 5th
- No School!
Tuesday, January 6th
- No School!
Wednesday, January 7th
- Welcome Back!
- Bell ringer
- Learning Goal: I can create a thoughtful reflection and develop a meaningful writing goal for second semester.
- Mini-lesson: Reviewing classroom expectations.
- Work time: Get argumentative essay scoring guides back - complete writing reflection and come up with a writing goal.
- HW: No homework!
Thursday, January 8th
- Bell ringer
- Learning Goal: I can pick out important information and quotes in a story as well as put the quotes in my own words.
- Mini-lesson: How to find important and meaningful information.
- Work time: Read "Jackie Robinson: Justice at Last;" take notes on story and fill out graphic organizer.
- HW: No homework!
Friday, January 9th
- Bell ringer
- Learning Goal: I can pick out important information and quotes in a story as well as put the quotes in my own words.
- Mini-lesson: Selective highlighting/underlining for note-taking.
- Work time: Finish reading "Jackie Robinson: Justice at Last," take notes on story and fill out graphic organizer.
- HW: Finish highlighting and taking notes from Jackie Robinson story if not finished in class.
Monday, January 12th
- Bell ringer
- Learning Goal: I can take meaningful notes from a video using precise words and phrases.
- Mini-lesson: Introduce multi-genre project.
- Work time: Watch video over history of baseball during the time of slavery and the 1940s as well as how it has impacted the world today. Take notes while watching video that could be used in multi-genre project.
- HW: No homework!
Tuesday, January 13th
- Bell ringer
- Learning Goal:
1st Hour: I can develop a better understanding of the expectations of peer coaching and how it works.
3rd-7th Hours: I can develop a better understanding of how a letter is structured.
-Mini-lesson:
1st Hour: Invitation to Notice - Peer coaching
3rd-7th Hours: Go over parts of a letter.
- Work time:
1st Hour: Establish expectations and go over expectations of peer coaching; pass out "Communication Skills for Peer Coaches" sheet, model.
3rd-7th Hours: Develop a letter to someone you know telling them about Jackie Robinson or write a letter to someone from the perspective of a baseball player in the 1940s.
HW: No homework!
Wednesday, January 14th
- Bell ringer
- Learning Goal: I can understand what the concept of a barrier means and how Jackie Robinson faced and overcame barriers in his life.
- Mini-lesson: Defining barriers and examples of barriers.
- Work time: Read "About my Father" by Sharon Robinson, highlight/underline important pieces of information and take notes.
- HW: No homework!
Thursday, January 15th
- Bell ringer
- Learning Goal: I can discover similarities and differences between Jackie Robinson and another baseball player of the 1940s.
- Mini-lesson: Watch video - take notes. Also go over how to fill out a Venn diagram.
- Work time: Read information about other player from the 1940s. Underline/highlight important information. Fill in Venn diagram comparing and contrasting Jackie Robinson and the player that you choose.
- HW: No homework!
Friday, January 16th
-Bell ringer.
- Learning Goal: I can have a better understanding of the multi-genre project and continue research on the baseball player I chose.
- Mini-lesson: Go over multi-genre project in detail.
- Work time: Work on reading article of baseball player you chose for multi-genre project. Make sure to highlight/underline important information.
- HW: Work on researching the baseball player you chose for your multi-genre project (at least two sources).
Monday, January 19th
- NO SCHOOL!
Tuesday, January 20th
- Bell ringer.
- Learning Goal: I can begin working on the letter for my multi-genre project.
- Mini-lesson: Go over making letter in Google docs, what goes in letter, sharing Google doc with Ms. Engle.
- Work time: Go to computer lab and start typing letter for multi-genre project. If research is not done, need to have it done by end of class TODAY.
- HW: Letter for multi-genre project due at the beginning of class Thursday!
Wednesday, January 21st
- Bell ringer.
- Learning Goal: I can develop a letter with all the parts for my multi-genre project.
- Mini-lesson: Research notes graphic organizer (first hour, peer coaching with this).
- Work time: Go to computer lab, fill out graphic organizer and type letter.
- HW: Letter for multi-genre project due at the beginning of class TOMORROW!
Thursday, January 22nd
- Work on letter of multi-genre project in computer lab.
- HW: Letter is due at the end of the week! (Please note, there were technical difficulties so the email that was sent out saying the letter was due today (Thursday) has changed to accommodate students and help them have time to complete this).
Friday, January 23rd
- Bell ringer.
- Learning Goal: I can have a better understanding of what is in a journal entry and start typing it.
- Mini-lesson: Invitation to Notice - Parts of a journal entry.
- Work time: Go to the computer lab - start typing journal entry.
- HW: Work on journal entry (write out journal entry if necessary) for typing in class on Monday.
Monday, January 26th
- Bell ringer.
- Learning Goal: I can pick out great word choice and incorporate vivid word choice in my writing.
- Mini-lesson: Read-aloud - "Come on, Rain" by Karen Hesse; index card activity with word choice.
- Work time: Go to computer lab to work on multi-genre project- incorporate vivid word choice in your multi-genre pieces!
- HW: Work on multi-genre project! Write out pieces for multi-genre project if necessary so you can type at school.
Tuesday, January 27th
- Bell ringer.
- Learning Goal: I can have a better understanding of writing from someone else's perspective and apply it to the journal entry of my multi-genre project.
- Mini-lesson: Read-aloud: Cinderella's Rat; have students write a paragraph choosing an object without telling what it is.
- Work time: Go to computer lab and work on multi-genre project. Use handout given to you as a guide!
- HW: Revising letter tomorrow and revising journal entry Friday!
Wednesday, January 28th
- Bell ringer.
- Learning Goal: I can provide meaningful and well-thought out feedback in Google docs using peer coaching sheet (first hour) as well as warm and cool feedback.
- Mini-lesson: Commenting in Google docs/Warm and cool feedback.
- Work time: Go to computer lab, read partner's letter and give feedback in Google docs. If finished and there is time left over, go back and fix what you need to in your letter.
- HW: Revising journal entry Friday, all multi-genre pieces due Thursday, February 5th.
Thursday, January 29th
- Bell ringer.
- Learning Goal: I can continue revising the letter for the multi-genre project as well as complete the journal entry.
- Mini-lesson: Kahoot - practice with conventions.
- Work time: Continue revising partner's letter in Google docs. Work on finishing the journal entry of the multi-genre project.
-HW: Revising journal entry tomorrow, all multi-genre pieces due Thursday, February 5th.
Friday, January 30th
- Bell ringer.
- Learning Goal: I can provide meaningful and well-thought out feedback in Google docs using peer coaching sheet (first hour) as well as warm and cool feedback.
- Mini-lesson: Sentence fluency.
- Work time: Go to computer lab, read partner's journal entry and give feedback in Google docs. If finished and there is time left over, go back and fix what you need to in your journal entry.
- HW: All multi-genre pieces need to be completed by Thursday, February 5th.
Monday, February 2nd
- Bell ringer.
- Learning Target: I can continue making progress on getting my multi-genre pieces completed.
- Mini-lesson: Quickly review how to get to my class website and the PowerPoint presentation with multi-genre project requirements.
- Work time: In computer lab, work on multi-genre project.
- HW: All four multi-genre pieces need to be completed by the end of class Thursday!
Tuesday, February 3rd - Ms. Engle not in class - students have substitute teacher.
- Work on multi-genre project in computer lab.
- HW: All four multi-genre pieces need to be completed by the end of class Thursday!
Wednesday, February 4th - Ms. Engle's birthday! :)
- HW: All four multi-genre pieces need to be completed by the end of class TOMORROW!
Thursday, February 5th
- All four multi-genre pieces need to be completed by the end of class TODAY!
- HW: No homework! (Unless you have not turned in four multi-genre pieces).
Friday, February 6th
- Bell ringer.
- Learning Goal: I can pick out sensory details in poetry and think about how they enhance a poem's overall meaning.
- Mini-lesson: Example poem with sensory details chart.
- Work time: Read "Echoes" by Pat Mora (first time, read out loud as a class, second time students read poem individually and write paragraph about meaning of poem and how sensory details contribute to meaning of poem).
- HW: No homework! (Unless you have not turned in four multi-genre pieces).
Monday, February 9th
- Bell ringer.
- Learning Target: I can develop a better understanding of found poetry and start creating my own found poem.
- Mini-lesson: Found poetry - what it is and examples.
- Work time: Start working on found poem - read passage and pick out descriptive words, phrases, and lines that you want to use in your found poem.
- HW: No homework!
Tuesday, February 10th
- Bell ringer.
- Learning Goal: I can develop a better understanding of found poetry and create my own found poem.
- Mini-lesson: Look at more found poetry examples.
- Work time: Continue working on creating found poem.
- HW: No homework!
Wednesday, February 11th
- Bell ringer.
- Learning Goal: I can finish my found poem and provide meaningful feedback for found poems shared by classmates.
- Mini-lesson: Practice game - Pyramid.
- Work time: Work on finishing found poem. Poetry slam!
- HW: No homework!
Thursday, February 12th
- Bell ringer.
- Learning Goal: I can create a descriptive story about an interesting place using sensory details.
- Mini-lesson: Have students share out found poems if they did not share yesterday. Go over work time assignment.
- Work time: Work on three paragraph descriptive story.
- HW: No homework!
Friday, February 13th
- No School! Enjoy your five day weekend!
Monday, February 16th
- No School!
Tuesday, February 17th
- No School!
Wednesday, February 18th
- Bell ringer.
- Learning Goal: I can practice using correct word choice as well as pick out reasons and support for an argumentative essay.
- Mini-lesson: "No excuse" words.
- Work time: Annotate sample argumentative essay picking out reasons and support with graphic organizer.
- HW: No homework! Students on list: Turn in multi-genre letters as soon as possible!
Thursday, February 19th
- Bell ringer.
- Learning Goal: I can pick out reasons and support for an argumentative essay.
- Mini-lesson: Go over work time assignment.
- Work time: Annotate sample argumentative essay picking out reasons and support with graphic organizer.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, February 20th
- Bell ringer.
- Learning Goal: I can pick out reasons and support for an argumentative essay.
- Mini-lesson: Expectations for work time activity.
- Work time: "Pass It On" Activity - In groups of four, you are going to help each other come up with reasons that support the claim given to you on your sheet.
- HW; No homework! Turn in multi-genre letter if your name is on list!
Monday, February 23rd
- Bell ringer.
- Learning Goal: I can work collaboratively with my group to pick out the best pieces of evidence to support the four claims presented to us.
- Mini-lesson: The Gray Line of Persuasive vs. Argumentative Writing.
- Work time: Finish "Pass it On" activity from Friday, work collaboratively with group on "scavenger hunt" to find the best pieces of evidence to put on poster.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Tuesday, February 24th
- Bell ringer.
- Learning Goal: I can examine strengths and weaknesses of my writing from the fall district writing assessment.
- Mini-lesson: Go through Power Point reviewing the fall district writing assessment - answer questions.
- Work time: Look over fall district writing assessment - use warm and cool feedback for your own argumentative essay.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Wednesday, February 25th
- Bell ringer.
- Learning Goal: I can practice organizing my information as well as review the components of an argumentative essay.
- Mini-lesson: How to correctly cite sources.
- Work time: Work on reading article, "Should Your School Get Rid of Sports?" and fill out graphic organizer.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Thursday, February 26th
- Bell ringer.
- Learning Goal: I can incorporate the components of an argumentative essay into the graphic organizer and my rough draft of argumentative essay.
- Mini-lesson: How to format introduction paragraph of argumentative essay.
- Work time: Write rough draft of an argumentative essay for the topic of "Should Schools Get Rid of Sports?" (Finish graphic organizer from yesterday if it is not finished).
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, February 27th
- Bell ringer.
- Learning Goal: I can incorporate the components of an argumentative essay into my rough draft of argumentative essay.
- Mini-lesson: Writing the counterclaim and rebuttal of argumentative essay.
- Work time: Continue working on and finishing rough draft of an argumentative essay for the topic of "Should Schools Get Rid of Sports?"
- HW: No homework! Turn in multi-genre letter if your name is on list!
Monday, March 2nd
- Bell ringer.
- Learning Target: I can have a better understanding of how to organize my writing as well as use graphic organizers to form argumentative essays.
- Mini-lesson: Look at different kinds of graphic organizers and tie them to argumentative writing.
- Work time: Using one of the graphic organizers shown to you, create one based off of the article you are reading in class. Make sure to include all the parts of an argumentative essay.
- HW: No homework! If you did not turn in all four multi-genre pieces, please do so ASAP!
Tuesday, March 3rd
- Bell ringer.
- Learning Goal: I can incorporate transition words when writing an argumentative essay.
- Mini-lesson: Types of transition words - where to put them within essay.
- Work time: Work on filling out graphic organizer from yesterday. Complete an outline for an argumentative essay based off of the homework graphic organizer.
-HW: No homework! If you did not turn in all four multi-genre pieces, please do so ASAP!
Wednesday, March 4th
- District writing assessment, day one.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Thursday, March 5th
- District writing assessment, day two.
- HW: No homework! Turn in multi-genre letter if your name is on list!
Friday, March 6th
- Finish district writing assessment
- HW: No homework! If you did not turn in all four multi-genre pieces, please do so by March 13th.
Monday, March 9th
1st Hour: Substitute teacher - complete "Weighing an Argument" activity in class.
-HW: Work on rough draft of revised argumentative essay. (Should security cameras be in schools?)
3rd-7th Hours:
- Bell ringer.
- Learning Target: I can use Padlet to give warm and cool feedback on my partner's argumentative essay.
- Mini-lesson: Expectations for using Padlet.
- Work time: Look at your partner's security camera essay. Using Padlet, provide warm and cool feedback.
- Debrief: Discuss the feedback given on Padlet. What was one helpful piece of feedback you received?
- HW: Work on rough draft of revised argumentative essay. (Should security cameras be in schools?)
Tuesday, March 10th
- Bell ringer.
- Learning Target:
1st Hour - I can use Padlet to give warm and cool feedback on my partner's argumentative essay.
3rd-7th Hours: I can "weigh an argument" analyzing the pros and cons of a debatable issue.
- Mini-lesson:
1st Hour - Expectations for using Padlet.
3rd-7th Hours: "Weighing an Argument."
- Work time:
1st Hour: Look at your partner's security camera essay. Using Padlet and peer coaching, provide warm and cool feedback.
3rd-7th Hours: Work through "Weighing an Argument" packet. You may create a pro-con (for/against) chart on
- Debrief:
1st Hour - Peer coaching reflection.
3rd-7th Hours: Share with a shoulder partner your pro/con chart.
- HW: You may want to consider starting to work on rough draft of revised argumentative essay (revised security camera essay).
Wednesday, March 11th
- Bell ringer.
- Learning Target:
1st Hour - I can use peer coaching with Popplet to give specific feedback.
3rd-7th Hours: I can have an effective debate using Popplet.
- Mini-lesson: How to use Popplet.
- Work time: Finish working through "Weighing an Argument" packet. Once you have made your pro/con chart in your writer's notebook or in Google docs, have a debate (first hour, do peer coaching) on Popplet.
- HW: You may want to consider starting to work on rough draft of revised argumentative essay (revised security camera essay).
Thursday, March 12th
- Bell ringer.
- Learning Target:
1st Hour - I can use peer coaching to give specific feedback on argumentative essay.
3rd-7th Hours: I can give effective feedback on my partner's argumentative essay.
- Mini-lesson: Areas to give feedback on - look at argumentative essay study guide.
- Work time:
1st Hour - Peer coaching with argumentative essays.
3rd -7th Hour - Give feedback on partner's argumentative essay.
- Debrief:
1st Hour - Fill out peer coaching reflection.
3rd-7th Hours: How did your partner provide meaningful feedback?
- HW: Work on rough draft of revised argumentative essay due next Friday.
Friday, March 13th
- Bell ringer.
- Learning Goal: I can differentiate between a sentence fragment and a complete sentence.
- Mini-lesson: Sentence Fragments.
- Work time: Chrome book practice with picking out sentence fragments and fixing them.
- HW: Rough draft of revised argumentative essay (over security cameras in schools) due next Friday.
Monday, March 16th
- No School - Professional Development
- HW: Rough draft of revised argumentative essay (over security cameras in schools) due Friday.
Tuesday, March 17th
- Bell ringer.
- Learning Target: I can apply close reading strategies to picking out important details for my argumentative essay.
- Mini-lesson: 4th Quarter Expectations - A "Closer" Look at Close Reading.
- Work time:
1st Hour: Peer coaching with close reading.
3rd-7th Hours: Read through security camera articles - apply close reading strategies and make necessary changes/additions to your Google doc.
- Debrief: Go over 4th quarter incentive and requirements for that (last three minutes of class).
1st Hour - Peer coaching reflection.
3rd-7th Hours: Share your close reading with a shoulder partner.
- HW: Rough draft of revised argumentative essay due FRIDAY!
Wednesday, March 18th
- Bell ringer.
- Learning Target: I can make necessary revisions to my security camera argumentative essay.
- Mini-lesson:
1st Hour: Go over peer coaching sheet.
3rd-7th Hours: Using commas appropriately.
- Work time: Finish revising security camera essay! When you have done that, you will go on Wonderopolis and read an article as well as write down the main idea and supporting details from the article in your own words.
-HW: Rough draft of revised argumentative essay due FRIDAY! (I will not be here tomorrow.)
Thursday, March 19th
- Not here - substitute teacher - grading district writing assessments
- HW: Rough draft of revised argumentative essay due TOMORROW!
Friday, March 20th
- Bell ringer.
- Learning Goal: I can analyze third person point of view in argumentative writing and revise my security camera essay.
- Mini-lesson: Using third person point of view in argumentative writing.
- Work time: Revise the revised security camera argumentative essay - really focus on list of things on Smart Board when revising.
- HW: Final draft of revised argumentative essay due next Friday. Assignment from yesterday due Monday (for those who get article and questions back).
Monday, March 23rd - Computer lab today!
- Bell ringer.
- Learning Target: I can figure out what MAP tools work best for me as well as work on revising my security camera essay.
- Mini-lesson: Strategies for using online tools for MAP test.
- Work time: 1st Hour - Have your peer coaching partner look at your revised argumentative essay and provide additional feedback.
Work on revising your security camera essay. If you are finished, have Ms. Engle look at it and then continue free writing activity from Friday.
-HW: Final draft of revised argumentative essay (security cameras) due Friday!
Tuesday, March 24th
- Bell ringer.
- Learning Goal: I can develop a better understanding of spoken word poetry and develop my own spoken word poem.
- Mini-lesson: Spoken word poetry/Listen to example of spoken word poetry.
- Work time: 1st Hour: Peer coaching with spoken word poetry.
3rd-7th Hours: Create spoken word poem based off of sample spoken word poem.
-HW: Final draft of revised argumentative essay (security cameras) due Friday!
Wednesday, March 25th
- Bell ringer.
- Learning Target: I can practice writing constructed response questions to prepare for the MAP test.
- Mini-lesson: How to restate the question when create a constructed response.
- Work time: Read "Midnight Hero" and answer constructed response questions. (1st Hour - Use peer coaching with constructed response questions).
- HW: Revised security camera argumentative essay due Friday!
Thursday, March 26th
- Bell ringer.
- Learning Goal: I can develop a better understanding of spoken word poetry and develop my own spoken word poem.
- Mini-lesson: Listen to examples of spoken word poetry. How are they incorporating characteristics of spoken word poetry?
- Work time: 1st Hour: Peer coaching with spoken word poetry. Create spoken word poem with peer coaching partner.
3rd-7th Hours: Create your own spoken word poem.
- HW: Revised security camera argumentative essay due TOMORROW!
Friday, March 27th
- Bell ringer.
- Learning Goal: I can finish my revised security camera essay and free write.
- Mini-lesson: Conventions Review.
- Work time: Finish the revised security camera argumentative essay - really focus on list of things on Smart Board when revising. Free write when finished.
- HW: No homework! Enjoy your spring break! :)
Monday, April 6th
- Bell ringer.
- Learning Target: I can practice note-taking and answering questions while listening to audio to prepare for MAP test.
- Mini-lesson: Strategies for note-taking with audio for MAP test.
- Work time: Work on MAP listening practice.
- HW: No homework!
Tuesday, April 7th - In computer lab today - MAP Listening Practice
- Bell ringer.
- Learning Goal: I can practice effective note taking for the listening section of the MAP test.
- Mini-lesson: How to access MAP practice test and listening questions.
- Work time: MAP practice - listening part.
- HW: No homework!
Wednesday, April 8th
- Bell ringer.
- Learning Target: I can better understand how to respond to questions for the listening section to prepare for the MAP test.
- Mini-lesson: Review of Main Idea and Supporting Details.
- Work time: Discuss the responses from yesterday's MAP practice.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - Not required.)
Thursday, April 9th
- Bell ringer.
- Learning Goal: I can practice comparing and contrasting information from two articles.
- Mini-lesson: Ways of comparing and contrasting.
- Work time: MAP Practice - Read articles "Throw Away Your Earbuds Now!" and "And I Can't Hear You." Answer questions about the articles.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Friday, April 10th - Assembly Schedule
- Bell ringer.
- Learning Goal: I can practice comparing and contrasting information from two articles.
- Mini-lesson: Using words that are more descriptive.
- Work time: MAP Practice - Read articles "Throw Away Your Earbuds Now!" and "And I Can't Hear You." Answer questions about the articles.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Monday, April 13th
- Bell ringer.
- Learning Target: I can make revisions to my assignments to demonstrate proficiency and progress in ideas and sentence fluency.
- Mini-lesson: What makes a great written response? Student samples of answers from assignments - invitation to notice.
- Work time: Work on revising two assignments - if you got a 2.5 or lower on one or both assignments, you are required to revise the assignment(s).
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Tuesday, April 14th
- Bell ringer.
- Learning Goal: I can learn about cinquain poetry and create my own cinquain poems.
- Mini-lesson: All About Cinquain Poetry.
- Work time: Create cinquain poems; when finished, take one of the cinquain poems you created and make a longer poem from it.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Wednesday, April 15th
- Bell ringer.
- Learning Target: I can practice paraphrasing audio as well as written text.
- Mini-lesson: Paraphrasing Review/Practice.
- Work time: Read article and paraphrase article.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Thursday, April 16th
- Bell ringer.
- Learning Goal: I can learn about limerick poetry and create my own limerick poems.
- Mini-lesson: All About Limerick Poetry.
- Work time: Create limerick poems; when finished, take one of the limerick poems you created and make a longer poem from it.
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Friday, April 17th
- Bell ringer.
- Learning Goal: I can figure out the best answer on reading comprehension questions to help me prepare for the MAP test.
- Mini-lesson: MAP listening practice - strategies, note taking, selecting the best response.
- Work time: Read James Bridger biography - answer multiple choice questions - this will be turned in!
- HW: Revised work for previous assignments (raise grade) due on or before May 1st. (Optional - not required.)
Monday, April 20th
- Bell ringer.
- Learning Goal: I can make revisions to my assignments to demonstrate progress in understanding concepts as well as to help me prepare for the MAP test.
- Mini-lesson: Analyzing questions using key words.
- Work time: Work on revising two assignments - if you got a 2.5 or lower on one, two, or all three assignments, you are required to revise the assignment(s). Also, you are required to work on the assignments if you have not turned them in.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Tuesday, April 21st
- Bell ringer.
- Learning Goal: I can continue practicing skills to help prepare me for the MAP test.
- Mini-lesson: MAP listening practice.
- Work time: Read "Fire!" and answer questions. Create found poem.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Wednesday, April 22nd
- Computer lab - MAP practice!
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Thursday, April 23rd
- Bell ringer.
- Learning Goal: I can learn about the mysterious work of Harris Burdick and create a poem or story from a picture.
- Mini-lesson: The Story of Harris Burdick.
- Work time: Create a story (at least one page long) or a poem (at least 10 lines, rhyme or no rhyme). For your poem or story, use one or two of the pictures below and the first line.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Friday, April 24th - Not here - students completed reading and writing activity with substitute teacher.
- HW: Revised work for previous assignments (raise grade) due on or before next Friday. (Optional - not required.)
Monday, April 27th
- Bell ringer.
- Learning Goal: I can compare and contrast two fairy tales as well as figure out what makes a fairy tale fractured.
- Mini-lesson: Read fairy tale - preview fractured fairy tale.
- Work time: Read "Little Red Ski Cap," answer questions and find similarities/differences between "Little Red Riding Hood" and "Little Red Ski Cap."
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.)
Tuesday, April 28th
- MAP Testing, Day One
- Work with fractured fairy tales.
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.) Fractured Fairy Tales due Friday, May 15th.
Wednesday, April 29th
- MAP Testing, Day Two
- Work with fractured fairy tales.
- HW: Revised work for previous assignments (raise grade) due on or before Friday. (Optional - not required.) Fractured Fairy Tales due Friday, Map 15th.
Monday, May 4th
- Bell ringer.
- Learning goal: I can create a fractured fairy tale that is effective and detailed.
- Mini-lesson: MAP Testing Do's and Don'ts.
- Work time: Complete story map for fractured fairy tale if it isn't done, start writing fractured fairy tale or continue adding more to fractured fairy tale. Have someone revise fractured fairy tale and give feedback when you write it all.
- HW: Fractured fairy tales due Wednesday, May 13th.
Tuesday, May 5th-Thursday, May 7th
- ELA MAP testing in library.
- HW: Fractured fairy tales due Wednesday, May 13th.
Friday, May 8th
- Bell ringer.
- Learning goal: I can discover similarities between fairy tales and modern-day movies.
- Mini-lesson: Invitation to Notice - Example of how fairy tale and movie are alike. What to look for when finding how fairy tale and movie are alike.
- Work time: Complete Venn diagram that compares fairy tale and a modern day movie of your choice. Write at least half a page providing at least three specific ways in which the particular fairy tale and modern day movie are alike. When you finish that, you may continue working on your fractured fairy tale if you need to or complete the following: Create a poem (at least eight to ten lines) relating to a fairy tale or your fractured fairy tale. It must be descriptive and specific as well as rhyme.
- HW: Fractured fairy tales due next Wednesday, May 13th.
Monday, May 11th
- Bell ringer.
- Learning goal: I can discover similarities and differences between fairy tales from different places around the world.
- Mini-lesson: Go over map of fairy tales, Read Indian fairy tale, "Anklet for a Princess." Discuss similarities and differences.
- Work time: With a partner, read one of three versions of Cinderella. Each person will complete a Venn diagram with similarities and differences between the two fairy tales. You need to keep this for tomorrow as you will be sharing your Venn diagram with a small group tomorrow. When you finish that, you may continue working on your fractured fairy tale if you need to complete it.
- HW: Fractured fairy tale due Wednesday!
Turn it in before Wednesday if you would like! Make sure to revise fractured fairy tale before you turn it in to me.
Tuesday, May 12th
- Bell ringer.
- Learning goal: I can finish my fractured fairy tale as well as find similarities and differences between fairy tales from different places around the world.
- Mini-lesson: Bell ringer - Parts to work on with fractured fairy tale - come up with ideas for how to make those parts better.
- Work time: Finish your fractured fairy tale! If you have already started typing your fractured fairy tale, a few will go to the library at a time. If you haven't started typing, you will just turn in a handwritten copy of your fractured fairy tale.When you finish that, you may continue working independently on the activity from yesterday. If you finished that as well, you may free write.
- HW: Fractured fairy tale due tomorrow!
Turn it in before tomorrow if you would like! Make sure to revise fractured fairy tale before you turn it in to me.
Wednesday, May 13th
- Bell ringer.
- Learning goal: I can listen to other fractured fairy tales and determine how their fairy tales are fractured.
- Mini-lesson: Podium Points/What it Means to be an "Active Listener."
- Work time: Students will share fractured fairy tales. Those who are sitting in the audience will take notes on how the fairy tale being presented is fractured. If time, create a fractured fairy tale using interactive websites.
- HW: No homework!
Friday, May 15th
- Bell ringer.
- Learning goal: I can incorporate descriptive language and sensory details in my writing.
- Mini-lesson: Fairy tales - those that did not get to share on Wednesday will have the opportunity to share today.
- Work time: Free write to one or more of the following prompts. It can be made as a poem, story, or essay.
- HW: No homework!